USN Scientific Journal Publisher (Universitas Sembilanbelas November Kolaka - USN-SJ)
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Phytochemical Compounds of Tropical Plants from Lampung as Antibacterial Agents against Escherichia coli and Staphylococcus aureus: A Literature Review
No full textThe growing crisis of antimicrobial resistance has intensified the search for new antibacterial agents, and the diverse tropical flora of Lampung offers a promising natural reservoir of bioactive compounds. This review synthesizes current evidence on plant and algal phytochemicals from Lampung that have been evaluated against two clinically important pathogens, Escherichia coli and Staphylococcus aureus. Following the PRISMA 2020 guidelines, a systematic search conducted on 31 July 2025 using Harzing’s Publish or Perish and databases such as Google Scholar and PubMed identified 200 records. After screening and eligibility assessment, 20 studies published between 2015 and 2025 were included in the analysis. Most investigations employed disc diffusion and minimum inhibitory concentration assays and consistently reported antibacterial activity, with stronger effects generally observed against S. aureus. The predominant classes of active compounds included flavonoids, alkaloids, tannins, saponins, and essential oils. Several species, such as Anredera cordifolia, Mangifera indica peels, Citrus aurantifolia, Syzygium polyanthum, and Cymbopogon nardus, emerged as notable candidates. The findings highlight opportunities for the development of phytopharmaceuticals and natural food preservatives, while key research gaps relate to the limited availability of in vivo data, lack of standardized extraction protocols, and insufficient exploration of molecular mechanisms. Overall, this review underscores the strategic value of Lampung’s biodiversity as a source of potential antibacterial agents effective against E. coli and S. aureus.Keywords: Phytochemicals, Antibacterial activity, Escherichia coli, StaphylococcusAureus, Lampung
Challenges in Implementing the Merdeka Curriculum by Biology Teachers at SMAN 1 Kolaka
No full text The implementation of the Merdeka Curriculum requires biology teachers to adapt to more flexible, student-centered, and competency-based learning approaches; however, in practice, they still face various challenges at the school level, including at SMAN 1 Kolaka. This study aims to explore the implementation of the Merdeka Curriculum by a Biology teacher at SMAN 1 Kolaka and to identify various challenges encountered during the learning process. A descriptive qualitative approach was employed, with data collected through structured interviews conducted with a Biology teacher of Grade X. The data were analyzed using thematic analysis, which included transcription, coding, and interpretation. The findings indicate that the Merdeka Curriculum has been implemented and is considered more efficient, fostering a more meaningful and enjoyable learning experience for students. However, the teacher still faces difficulties in delivering material to students with diverse cognitive abilities. The study concludes that enhancing teacher competence in designing adaptive lesson plans (RPP) and utilizing technology are crucial strategies to overcome instructional challenges and optimize the implementation of the Merdeka Curriculum. Keywords: Merdeka Curriculum, Biology Teacher, Curriculum Implementation, Lesson Plan (RPP)
ANALYSIS OF STUDENTS DIFFICULTIES IN SOLVING MATHEMATICAL PROBLEMS BASED ON HIGHER ORDER THINKING SKILLS FOR JUNIOR HIGH SCHOOL STUDENTS
No full textHigher-order thinking skills (HOTS) are essential in fostering students' critical and creative problem-solving abilities, particularly in mathematics. This study aims to determine the level of difficulty students face in solving HOTS-based mathematics problems. This qualitative descriptive study was conducted at SMPN 1 Latambaga with 23 eighth-grade students (class VIII A) as participants. The instruments, comprising tests and interviews, were constructed based on three indicators of HOTS: analyzing, evaluating, and creating. From the participants, six students were selected to represent three ability levels: high, moderate, and low. Students in the high category met all HOTS indicators. Moderate-level students achieved analyzing and evaluating but struggled with the creating aspect. Low-level students were only able to analyze and faced difficulties in evaluating and creating solutions. Their challenges included misapplication of principles, procedural errors, and verbal misunderstandings of question instructions. The findings highlight the need for targeted strategies to enhance students' critical and creative thinking in solving contextual and open-ended mathematics problems
Implementation of 21st Century Learning: A Review of Teachers' Ability to Design and Implement Learning
No full textThis study aims to examine the alignment between the planning and implementation of biology learning based on the 2013 Curriculum in public high schools in Biringkanaya District, Makassar City, with a focus on the integration of 4C skills and Higher-Order Thinking Skills (HOTS). This study uses mixed methods involving four 11th grade biology teachers. Data were collected through analysis of lesson plans, observation of classroom teaching, and teacher questionnaires, then analyzed descriptively and inferentially using the chi-square test. The results showed that the quality of lesson plan preparation and biology teaching implementation was generally very low, especially in the formulation of Competency Achievement Indicators and learning objectives, which were still dominated by low-level thinking skills (C1–C2). The observation results also revealed limitations in the use of authentic stimuli, HOTS questions, and meaningful discussions, so that the development of students' 4C and HOTS skills was not optimal. The chi-square test showed a significant relationship between teachers' ability to design lesson plans and the quality of classroom teaching. These results emphasize the importance of strengthening teachers' pedagogical competencies in designing and implementing biology learning that is aligned with and oriented towards 21st-century skills.Keywords: lesson plans, learning implementation, biology.
Exploring Pre-Service Teachers’ Satisfaction in a Virtual International Internship Program in Thailand
No full textIn recent years, the rapid advancement of digital technology has encouraged many educational institutions to transform their teaching and learning processes into online learning. At the University of Muhammadiyah Gresik (UMG), one of the focuses of this transformation is teaching practice. UMG provides students with an opportunity to enhance their teaching skills by joining the International Internship Program in Thailand. The essence of the program is to give students experiences as Pre-Service Teachers in teaching English to elementary school students. However, due to the shift to online learning, the program was conducted virtually. Despite this adjustment, preservice teachers found it challenging to carry out their teaching practice effectively. This research focused on analyzing pre-service teachers’ satisfaction toward the online learning process. The researchers distributed a survey to 11 (eleven) pre-service teachers enrolled in the international internship program. Five indicators were used in the survey: (1) instructor-to-student interaction, (2) affordances, (3) institutional support, (4) student-to-student interaction, and (5) course design and technical development. Based on the results, it was found that the institution provided full support to the pre-service teachers, which led to their satisfaction with the assistance. However, in general, the pre-service teachers were not satisfied with the overall online learning process. The main problems occurred in the areas of interaction, affordances, course design, and technical development
ANALYSIS OF STUDENTS' ERRORS IN SOLVING MATHEMATICS PROBLEMS BASED ON THEIR CONCEPTUAL UNDERSTANDING
No full textThis study aims to describe students' errors in solving mathematics problems based on their conceptual understanding. This research employed a descriptive qualitative approach involving 28 eighth-grade students from SMP Negeri 1 Latambaga. Data were collected using a conceptual understanding test, designed based on several indicators (classifying objects according to their properties, giving examples and non-examples of a concept, applying concepts algorithmically, and presenting concepts in various representative forms). Student errors were analyzed using Nolting's theory, which categorizes errors into careless, concept, application, and test procedure errors. The instrument was validated by mathematics education experts and teachers, and tested for item validity. After the test, four students representing different ability levels (high, medium, low, very low) were selected for interviews. The results showed that, in general, students' conceptual understanding was low. The most dominant errors were concept and application errors, while procedural and careless errors also appeared but less frequently. In conclusion, students' errors are primarily caused by weak conceptual understanding and a lack of systematic problem-solving abilities
Improving Elementary Students’ Mathematics Learning Outcomes on Fraction Operations through the Course Review Horay Learning Model
No full textThis study aimed to improve students’ mathematics learning outcomes on fraction operations through the implementation of the Course Review Horay (CRH) learning model. The research was conducted as Classroom Action Research (CAR) involving students of an elementary school class. The study was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through learning outcome tests, observation sheets, and documentation. Quantitative data were analyzed by calculating the percentage of students’ learning mastery, while qualitative data were analyzed descriptively to describe students’ learning activities and classroom conditions. The results showed a significant improvement in students’ learning outcomes after the implementation of the CRH learning model. In the first cycle, students’ learning mastery had not yet met the predetermined criteria, indicating the need for instructional improvement. After revising the teaching strategy in the second cycle, students’ participation increased, learning activities became more interactive, and the percentage of students achieving mastery learning improved significantly. These findings indicate that the Course Review Horay learning model effectively enhances students’ understanding of fraction operations and creates an enjoyable learning atmosphere. Based on the results, it can be concluded that the Course Review Horay model is effective in improving mathematics learning outcomes and students’ engagement in elementary school mathematics learning. Therefore, this model is recommended as an alternative instructional strategy to support active and meaningful learning
Improving Students’ Learning Outcomes in Science through the Implementation of Problem-Based Instruction
No full textLearning outcomes in science subjects are strongly influenced by the learning strategies implemented in the classroom. However, many students still experience difficulties in understanding scientific concepts due to passive learning environments and limited student engagement. This study aims to improve students’ learning outcomes in science through the implementation of the Problem-Based Instruction (PBI) model. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of Grade VII at SMP Negeri 27 Rarowatu Utara during the academic year 2024/2025. Data were collected through observation, learning achievement tests, and documentation. The collected data were analyzed using descriptive quantitative and qualitative techniques. The results indicated a significant improvement in students’ learning outcomes after the implementation of the Problem-Based Instruction model. In Cycle I, students’ learning achievement showed moderate improvement, while in Cycle II, students demonstrated higher mastery of the learning material and increased active participation during the learning process. These findings indicate that Problem-Based Instruction effectively enhances students’ understanding, engagement, and critical thinking skills in science learning. Therefore, it can be concluded that the implementation of Problem-Based Instruction contributes positively to improving students’ learning outcomes and creating a more meaningful and student-centered learning environment
STUDENTS’ SPATIAL LITERACY IN GEOMETRIC TRANSFORMATIONS BASED ON VAN HIELE LEVELS OF THINKING
No full textThis study aims to describe students’ spatial literacy based on the Van Hiele levels of thinking in the topic of geometric transformations among eleventh-grade students at MAN 2 Palu. This research employed a descriptive qualitative approach with three students from class XI C as the subjects, selected based on the results of the Van Hiele thinking level test, each representing the visualization, analysis, and informal deduction levels. Data were analyzed using qualitative data analysis procedures. The findings show that students’ spatial literacy varies according to their thinking levels. Students at level 0 (visualization) have fairly good visualization skills but remain weak in reasoning and communication. Students at level 1 (analysis) demonstrate good spatial literacy in terms of visualization and reasoning, although their communication skills are not yet supported by logical justification. Students at level 2 (informal deduction) show strong spatial literacy across all indicators, including visualization, reasoning, and communication. Overall, the results indicate that higher Van Hiele thinking levels correspond to higher spatial literacy in solving geometric transformation problems
The Use of Storybook to Improve the Grasp and Pronunciation of Action Words in Primary ESL Classroom
No full textThe purpose of this action research was to investigate the use of storybooks to enhance the vocabulary and pronunciation skills of Year 4 pupils in primary ESL classroom, while also improving the teaching practices of the researcher. The data collection methods included pre- and post-action tests, semi-structured interviews, and observations, with data revision conducted through the triangulation method. The findings indicated that the implementation of storybooks positively impacted the pupils’ vocabulary and their ability to correctly pronounce action words. The researcher was also able to improve her teaching practices to better facilitate her pupils’ vocabulary development, particularly in the area of action words