53 research outputs found
Implementasi Model Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Kognitif Siswa Kelas X IPA 3 MAN 3 Malang
No full textABSTRAK Permana, Tutut Indria. 2014. Implementasi Model Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Kognitif Siswa Kelas X IPA 3 MAN 3 Malang. Skripsi, Jurusan Biologi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Malang. Pembimbing: (I) Dra. Hj. Susilowati, M.S., (II) Drs. H. Triastono Imam Prasetyo, M.Pd. Kata Kunci: Problem Based Learning, kemampuan berpikir kritis, hasil belajar kognitif Pembelajaran biologi di kelas X IPA 3 MAN 3 Malang masih kurang memberikan pengalaman yang bermakna bagi siswa dan belum mengembangkan kemampuan berpikir siswa. Rata-rata kemampuan berpikir kritis klasikal awal sebesar 49,77 yang masih cukup rendah. Kurangnya pemberdayaan kemampuan berpikir kritis siswa ini juga dapat dilihat dari hasil belajar kognitif siswa. Hasil observasi menunjukkan bahwa hasil UH pada materi Fungi, ketuntasan belajar klasikal belum mencapai standar nasional sebesar 72,2%. Mengacu pada Permendikbud No. 65 th 2013 dan pendekatan ilmiah pada kurikulum 2013, solusi yang paling tepat adalah implementasi model Problem Based Learning (PBL) untuk meningkatkan kemampuan berpikir kritis dan hasil belajar kognitif. Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan berpikir kritis dan hasil belajar kognitif siswa dengan menerapkan model PBL. Penelitian ini termasuk Penelitian Tindakan Kelas (PTK) dengan pendekatan penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas X IPA 3. Instrumen penelitian ini berupa lembar keterlaksanaan sintaks pembelajaran model PBL, lembar observasi catatan lapangan, dan soal tes terpadu kemampuan berpikir kritis dan hasil belajar kognitif. Analisis data yang digunakan adalah mengelompokkan data, memaparkan data, dan menarik kesimpulan. Hasil penelitian ini menunjukkan bahwa implementasi model PBL dapat meningkatkan kemampuan berpikir kritis siswa kelas X IPA 3 MAN 3 Malang. Hal ini dilihat dari nilai rata-rata kemampuan berpikir kritis klasikal pada siklus I sebesar 69,56 dan pada siklus II terjadi peningkatan sebesar 1,5 menjadi 71,05. Permasalahan yang digunakan dalam proses pembelajaran membantu siswa dalam melatih kemampuan berpikir kritisnya. Kemampuan berpikir kritis siswa berkaitan erat dengan hasil belajar kognitif siswa. Hal ini dilihat dari adanya peningkatan persentase ketuntasan belajar klasikal, pada siklus I sebesar 77,78% dan pada siklus II menjadi 88,89%. Guru dan calon guru disarankan untuk menerapkan model PBL, karena model pembelajaran tersebut mampu mengatasi permasalahan tentang kemampu-an berpikir kritis dan hasil belajar kognitif siswa. Perlu diketahui bahwa dalam implementasi model PBL: (1) perlu adanya pembiasaan terhadap siswa dalam merumuskan masalah; (2) guru harus mempunyai persiapan materi yang lebih kompleks sebagai antisipasi pendapat atau pertanyaan yang diajukan siswa; (3) sebaiknya dilakukan secara kontinu dan berkelanjutan; (4) guru harus menyiapkan masalah-masalah aktual dan menarik bagi siswa untuk dipelajari; dan (5) guru harus lebih kreatif untuk menghindari munculnya kebosanan pada siswa
Mempersiapkan SMP Muhammadiyah 1 Malang Meraih Predikat Sekolah Adiwiyata
No full textSMP Muhammadiyah 1 Malang perlu merealisasikan program-program yang digalakkan pemerintah agar mampu bersaing dengan sekolah lain, salah satunya menjadi sekolah adiwiyata. Hal tersebut terkait dengan kerusakan lingkungan yang semakin parah akibat ulah manusia. Hal itu terjadi karena rendahnya karakter kesadaran lingkungan individu yang perlu dikenalkan sejak dini dari sekolah. Kesadaran lingkungan mencerminkan siswa yang memiliki wawasan untuk melestarikan lingkungan sesuai dengan ajaran Islam. Program pengabdian masyarakat ini bertujuan mendampingi SMP Muhammadiyah 1 Malang menjadi sekolah Adiwiyata. Desain pendampingan yang dilakukan adalah  memberikan pengenalan dan pelaksanaan manajemen sekolah agar mampu mempersiapkan pengajuan untuk mendapatkan penghargaan sebagai sekolah Adiwiyata. Rekomendasi yang diberikan oleh tim pengabdi adalah 1) manajemen sekolah, 2) pembentukan kelas sebagai pilot project, 3) perancanaan program-program yang mendukung sekolah untuk mendapatkan pengakuan Sekolah Adiwiyata
Lesson study for learning community: A way of collegial participation of teachers and lecturers
Full text linkThe Lesson Study for Learning Community (LSLC) has become promising for improving school progress. However, there has not been much assistance in the community of teacher learning and collaboration that should lead to new approaches to increase classroom learning quality. This study aimed to explain how the process of assessing and the implementation LSLC at SMA Negeri 4 Malang. This qualitative descriptive study uses teachers and lecturers as research subjects with an unspecified amount in their participation. The data was obtained by using a monitoring checklist, interview, and documentation of the implementation lesson study. The results showed that the application of LSLC was running well, but at the 'Do' phase, there were still observers who worked not following their assignment procedures, and the involvement of teachers in LSLC activities even less. Therefore, it is suggested to implement LSLC which improve collegial participation of teachers and lecturers
Botanical Literacy in the Last Ten Years: Insights from Scopus
Full text linkThis systematic literature review examines the evolution of botanical literacy research over the last decade, based on 32 Scopus-indexed studies. Nine research questions (RQs) explore publication trends, geographical distribution, subject areas, funding sponsors, co-occurring keywords, influencing factors, effective strategies, and emerging themes. Data collection followed the PRISMA protocol, with bibliometric analysis and VOSviewer used to explore trends, while Scopus AI facilitated thematic and content analysis. The analysis identified a sevenfold increase in publication volume from 2017 to 2024, with notable peaks in 2022 (n=7) and 2024 (n=7). These findings reflect a growing academic recognition of the crucial role plants play in tackling global environmental challenges. The United States and the United Kingdom lead in research, while Asian countries such as Indonesia remain underrepresented (less than 5% of total publications), highlighting the need for a more inclusive, global approach. The study also reveals the interdisciplinary nature of botanical literacy, encompassing environmental sciences, agriculture, social sciences, and fields like computer science and psychology. Key factors influencing botanical literacy include lack of interest, poor educational materials, and ineffective teaching methods. Effective strategies identified include inquiry-based learning and integrating botanical education into daily life. Emerging themes emphasize “Scientific Literacy in Environmental Contexts” as a recurring focus, reinforcing the relevance of botanical literacy in environmental education
Teaching Biology for Sustainability: Insight from Scopus AI
No full textIn the face of escalating environmental crises, climate change, and global sustainability challenges, biology education holds a critical role in shaping ecological literacy and responsible citizenship. This study conducted an AI-assisted scoping review using Scopus AI to synthesize key insights, methods, and emerging themes in teaching biology for sustainability between 2020–2025. From N records retrieved, M studies met inclusion criteria for qualitative synthesis based on abstracts and Scopus AI summaries. Using both natural language and keyword-based searches, the study systematically identified peer-reviewed journal articles that explore sustainability integration in biology and life science education. A PRISMA-guided process was applied to ensure transparent identification, screening, and inclusion. The retrieved data were analyzed qualitatively to map pedagogical innovations, thematic clusters, and conceptual linkages among core sustainability elements. Findings indicate that approximately X of M studies emphasize project-based or problem-based learning, while Y address biomimicry or systems thinking approaches. Effective sustainability-oriented biology education is grounded in the integration of Education for Sustainable Development (ESD) and systems thinking, supported by student-centered pedagogies such as problem-based, project-based, and experiential learning. Additionally, biomimicry and digital learning technologies—including online multimedia tools and Electronic/Mobile/Ubiquitous (E/M/U) learning—emerge as transformative approaches that enhance student engagement, critical thinking, and ecological responsibility. Equity and feasibility issues remain critical, particularly concerning bandwidth limitations, access to devices, and inclusivity for students with disabilities. Therefore, low-cost, accessibility-aware strategies such as biomimicry mini-projects and E/M/U-enabled ecological audits are recommended. Despite these advances, challenges remain concerning educator readiness, risk of indoctrination, and institutional constraints. The concept map generated through Scopus AI highlights three interconnected clusters—Ecological Awareness, Student-centered Pedagogies, and Sustainability Education—reflecting a shift from content transmission to transformative learning. Overall, this review concludes that biology education must evolve beyond content mastery to integrate ethical, technological, and transdisciplinary dimensions—empowering learners not only to understand life but to sustain it—aligned with SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 15 (Life on Land)
"Liver as excretory organ": Developing Android-based flash learning media for middle school students
No full textStudying the liver as an excretory organ is still a problem for students. The availability of learning media that can represent learning is urgently required. This study aims to develop and analyze the feasibility and practicality of Android-based flash learning media on the liver as an excretory organ for eighth-grade students. This Research and Development (R&D) uses the Borg and Gall model with a limit of up to stage seven. The results of expert validation show that learning media is included in the "very feasible" category according to media experts and material experts, with the percentage order of 86% and 95%. The media practicality by the teacher\u27s response showed that media was categorized as very practical (94%). Then, student response toward the media was reached 85% and categorized as practical. The test of the effectiveness of learning media on critical thinking skills showed that there was a significant difference between the pretest and posttest scores. The results of this study need to be continued at the next R&D stage to get the feasible product
How kidneys work? Developing of Android-based Adobe animate media for senior high school students
No full textMedia is one of the determining factors for learning success which can accommodate student critical thinking. Moreover, during the COVID-19 pandemic, learning media became crucial in online learning. This study aims to produce and test the feasibility of android-based media on kidney material developed through Adobe Animate CC software. In addition, it also to find the effectiveness of the media in improving the critical thinking skills of eleventh graders students when used in online learning. Borg & Gall\u27s model was used in this research and development but was limited to the seventh stage. Data collection techniques used interviews, validation (media and material experts), and test. The instruments used are interview sheets, validation sheets, response questionnaires, and essays (five critical thinking questions). The test subjects were 15 senior high school students in Bantur, East Java, Indonesia. The validation results from media and material experts show that the media is "very feasible" to use. Teachers and students stated that the media was "very practical" in online learning. There is a significant difference between students\u27 critical thinking skills before and after using the media, t(14) = 5.65, p < 0.001. The study finding becomes the basis for continuing the process of media dissemination
CRITICAL THINKING SKILLS OF STUDENTS WITH HIGH ACADEMIC ABILITY: PROFILE AND ITS EFFECT ON COGNITIVE LEARNING OUTCOMES
Full text linkCritical thinking skills (CTS) have been considered as one of the primary competencies of the 21st -Century. The purpose of this correlational research was to map the profile of CTS and examine its relationship to cognitive learning outcomes (CLO) of students with high academic ability. The study was conducted in 2019, involving 35 students from one of the high-quality schools in Malang, Indonesia. Essay tests were used to collect students’ CTS and CLO. The instrument developed by Zubaidah was applied to determine the level of CTS. Applied data analysis was means and simple linear regression. The results showed that the students\u27 CTS level was categorized as "moderate," and this skill correlated significantly with CLO. Therefore, the empowerment of CTS needs to be optimized to improve student CLO
Ecocultural practices in East Java, Indonesia: A hermeneutic phenomenological study on “Reresik Kali” as local wisdom for river conservation
No full textRivers in Indonesia, particularly in East Java, face serious challenges to their functional sustainability. While technocratic approaches dominate river conservation, local, culturally based practices such as Reresik Kali—an ecocultural river cleansing ritual—offer contextual and participatory alternatives. This study explores the lived meanings, functions, and socio-ecological potential of Reresik Kali in river conservation as interpreted through a hermeneutic–phenomenological lens. Using a hermeneutic phenomenological approach, data were collected through in-depth interviews, document and literature reviews, participant observation, and visual documentation in several East Java locations where the ritual is regularly performed. Photographs and narratives were analyzed as phenomenological expressions of ecological meaning rather than quantitative indicators. Qualitative analysis employed a thematic approach grounded in Ecocultural and Traditional Ecological Knowledge (TEK) theory, further enriched by the hydrosocial and multispecies justice frameworks. Data analysis combined hermeneutic phenomenology and content analysis to trace both symbolic meanings and thematic ecological patterns. Findings reveal that Reresik Kali positions rivers as spiritual, social, and historical spaces, reflecting the relational bond between humans and nature within local cosmology. It functions as a medium for intergenerational transmission of ecological values, a platform for social solidarity across faiths and ages, and a symbolic resistance to exploitative environmental practices. While single events may be short-lived, their repetition nurtures ethical awareness, cooperation, and informal local rules that cumulatively reinforce social–ecological resilience. Practically, it can strengthen ecological awareness and contribute to achieving SDGs 6 (Clean Water), 11 (Sustainable Cities), 16.7 (Inclusive Decision-Making), and 17 (Partnerships for the Goals). Thus, Reresik Kali is not only a cultural heritage but also a participatory and policy-relevant model of sustainable, community-based conservation strategy, showing that ecological solutions can emerge from local wisdom as a complement to scientific and technological approaches
"Liver as Excretory Organ": Developing Android-Based Flash Learning Media for Middle School Students
No full textStudying the liver as an excretory organ is still a problem for students. The availability of learning media that can represent learning is urgently required. This study aims to develop and analyze the feasibility and practicality of Android-based flash learning media on the liver as an excretory organ for eighth-grade students. This Research and Development (R&D) uses the Borg and Gall model with a limit of up to stage seven. The results of expert validation show that learning media is included in the "very feasible" category according to media experts and material experts, with the percentage order of 86% and 95%. The media practicality by the teacher's response showed that media was categorized as very practical (94%). Then, student response toward the media was reached 85% and categorized as practical. The test of the effectiveness of learning media on critical thinking skills showed that there was a significant difference between the pretest and posttest scores. The results of this study need to be continued at the next R&D stage to get the feasible product
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