PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER
Development of Problem Solving E-Modules to Improve Critical Thinking Skills and Learning Outcomes on Human Body Organ System Material
Learning about the human body organ systems in elementary schools is still often ineffective, as many students show low critical thinking skills and suboptimal learning outcomes due to the dominance of conventional teaching and limited learning resources. This study aims to develop a valid, practical, and effective problem solving based e-module on the topic of the human body organ system. The study employs the Research and Development (R&D) method using the 4D model. The problem solving based e-module demonstrated a high validity score of 91.4%. It achieved an average practicality percentage of 87.5% in small-group trials and 88.6% in large group trials, both categorized as very practical. In small-group trials, the developed e-module showed high effectiveness, with average n-gain scores of 0.76 for learning outcomes and 0.77 for critical thinking skills. Similarly, in large-group trials, the n-gain scores were 0.75 for learning outcomes and 0.78 for critical thinking skills, both also classified as high. Additionally, the student response questionnaire indicated very good results, with an average percentage of 87% in small classes and 86% in large classes. Therefore, the problem-solver-based e-module on the human body organ system is considered suitable for use in the learning process.
Copyright (c) 2026 Ita Trisna Prasetyaningrum, Pramudya Dwi Aristya, Bevo Wahono http://creativecommons.org/licenses/by-nc-nd/4.0
The Effectiveness of Discovery Learning-Based Biodiesel Production Practice in Improving Students’ Creative Thinking Skills on Renewable Energy Subject Matter
This study aims to determine the effectiveness of biodiesel production practice in enhancing the creative thinking skills of eighth-grade students at junior high school in Sleman in the renewable energy topic. The research employed a pre-experimental design with a one-group pretest-posttest approach. The sample consisted of 25 students selected purposively from one class. The instrument used was a creative thinking skills test covering indicators of flexibility, fluency, originality, elaboration, and sensitivity to problems. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, n-Gain calculation, and effect size measurement. The results showed an improvement in students’ creative thinking skills with a medium category n-Gain and a very large effect size (1.84), along with a significant difference between pretest and posttest scores (p < 0.05). The biodiesel production practice proved effective in developing students’ creativity. This study provides important implications for developing practical-based learning methods that are relevant to environmental and renewable energy issues.
Copyright (c) 2026 Nur Zamzam Yuniar Faisal, Dadan Rosana, Insih Wilujeng, Laifa Rahmawati http://creativecommons.org/licenses/by-nc-nd/4.0
Development of Stem-Esd E-Modules to Improve Students’ Integrated Problem-Solving Competencies in Grade 10 Students’
This study aims to develop a STEM-ESD (Science, Technology, Engineering, Mathematics - Education for Sustainable Development) e-module to train integrated problem-solving competencies in environmental change material. The method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The research subjects involved 62 grade 10 students from a school in Sukabumi City. Validation scores from material, language, and media experts were 98%, 92%, and 94% (very high), respectively. The effectiveness of the e-module was evaluated using an actual experiment with a pretest-posttest control group design. The theoretical implications of this study lie in the development of integrated STEM-ESD tools using the Engineering Design Process (EDP) approach, which remains limited in the context of the Independent Curriculum. The analysis results showed a significant increase in students’ integrated problem-solving competency in the experimental class, with an N-Gain value of 0.62 (medium category), compared to the control class, which only achieved 0.22 (low category). Furthermore, user responses to the e-module showed excellent ratings in terms of appearance, language, ease of use, and visual appeal. Overall, the STEM-ESD e-module is practical and effective in enhancing learning outcomes and environmental awareness, while directly supporting SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action). This module has the potential to serve as an innovative solution for sustainability-oriented learning in secondary schools. This e-module has the potential to be an innovative solution in supporting sustainability-oriented learning at the secondary school level.
Copyright (c) 2026 Faizal Arqi Ardiansyah, Suhendar, Setiono http://creativecommons.org/licenses/by-nc-nd/4.0
Students’ Problem-Solving Ability through Problem-Based Learning and Ricosre Learning Model in Modern Biotechnology
Problem-solving abilities is important to master so that students can analyze problems, evaluate scientific information, and make decisions based on data. Problem-solving ability can be empowered through interactive learning models. This study aims to determine students' problem-solving ability differences with the Problem-Based Learning model and the Ricosre model on modern biotechnology material. This study used a quasi-experimental research method with a pretest-posttest control group design conducted at SMAN 3 Sukoharjo. The instruments used in this study were problem-solving ability test questions, observation sheets, and student interviews. The results showed a difference in problem-solving ability in classes with PBL and Ricosre models based on the Ancova test results of 0.00. Furthermore, the N-Gain test found that the Ricosre model resulted in an increase in students' problem-solving ability of 0.556 which is classified as moderate is higher when compared to the Problem-Based Learning model, which resulted in an N-Gain test value of 0.361 which is classified as moderate. These findings confirm that the Ricosre learning model is effective in improving students' problem-solving abilities and can be applied to other science subjects in secondary schools and universities because this model involves discovering alternative strategies based on prior experiences gained through intensive discussion and repeated problem-solving, there by familiarising students with problem-solving that promotes the mastery of 21st-century skills.
Copyright (c) 2026 Tegar Budi Utomo, Nurmiyati, Umi Fatmawati http://creativecommons.org/licenses/by-nc-nd/4.0
Development of Multi Model Based Electronic Ecology Textbook to Empower Student Environmental Literacy
In the Era of Society 5.0, education must prioritize the development of creativity by leveraging technology to empower the quality of learning. Digital technology presents strategic opportunities to support the success of education and learning within higher education institutions. The objective of this research is to develop a valid and practical multi model based electronic textbook on Ecology to empowering students environmental literacy. The utilization of electronic textbooks offers several benefits, including easy accessibility. The developed electronic textbook is based on a multi model approach, namely problem based learning and guided inquiry. This research and development (R&D) study, following the Lee & Owens model. The results of material expert validation obtained an average validity score of 100, while the validation for media and teaching materials of 92, and the validation by Biology education practitioners of 96. These three validation scores are categorized as very valid. The product trial demonstrated a high level of practicality, with a score of 96. The research results show that the developed electronic ecology textbook has been proven valid and practical to empower students' environmental literacy.
Copyright (c) 2026 Cindy Noviana Erintan Siburian, Mimien Henie Irawati Al Muhdhar, Fatchur Rohman http://creativecommons.org/licenses/by-nc-nd/4.0
Development of Guided Inquiry-Based Microbiology Modules Based on the Identification of Contaminant Molds in Tomato Fruit to Improve Students' Science Process Skills
Students often experience difficulties in identifying microbiological specimens due to limitations in preparing and interpreting microscopic slides. This problem is evident in the context of tomato fruits (Solanum lycopersicum), which are widely consumed agricultural commodities but are highly perishable and susceptible to microbial contamination, especially by molds. To address this challenge, this study aims to develop a guided inquiry-based microbiology learning module using tomato mold identification as a case study, with the goal of improving students’ Science Process Skills (SPS). The research was conducted in two stages: (1) laboratory experiments to identify contaminant molds in tomatoes and (2) development of a learning module using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The sample consisted of 62 microbiology students from the Biology Education Program, Faculty of Mathematics and Natural Sciences, State University of Malang. A non-randomized control-group pretest posttest design was employed, the increase in posttest results compared to the pretest was calculated using the N-gain score. Results showed that students’ SPS was still relatively low, particularly in the observing indicators (30.43%) and hypothesizing indicators (43.48%). The developed module integrates real laboratory findings into structured inquiry-based activities, emphasizing hands on practice, critical thinking, and contextual relevance to agricultural microbiology. Its distinctive features include the use of authentic microbial identification data, scaffolding through guided inquiry steps, and alignment with SPS indicators. This module is expected to provide an effective solution for enhancing students’ SPS in microbiology learning
Copyright (c) 2026 Naufal Wima Al Fahri, Utami Sri Hastuti, Safwatun Nida http://creativecommons.org/licenses/by-nc-nd/4.0
The Effect of Entrepreneurial-STEM (E-STEM) Learning on High School Students’ Problem-Solving Skills
This study aimed to determine the effect of the Entrepreneurial-STEM (E-STEM) learning model on students’ problem-solving skills in the topic of environmental change in Grade 10 biology. The E-STEM model integrates science, technology, engineering, and mathematics with entrepreneurial practices through contextual project-based learning. A quasi-experimental design using a Non-Equivalent Control Group was employed in two classes at a public senior high school in Sukabumi City, involving 31 students in the experimental group and 29 students in the control group. Research instruments included an essay test based on Polya’s problem-solving indicators, a student response questionnaire, and a learning implementation observation sheet. Data analysis involved normality and homogeneity tests, hypothesis testing (Mann-Whitney), normalized gain (N-Gain), and triangulation of quantitative and qualitative data. The results indicated a significant difference in posttest scores between the experimental and control groups, with the experimental group achieving a higher N-Gain (0.55, medium category) compared to the control group (0.24, low category). The most notable improvements occurred in the planning and evaluating solution indicators. Learning implementation reached 91.70% and student responses averaged 80.32%, both classified as very good. These findings suggest that the E-STEM model has a positive and significant effect on enhancing students’ structured and meaningful problem-solving skills. This study provides contextual empirical evidence for Indonesian biology education and highlights the need for further research with broader samples and longer implementation periods to strengthen the generalizability of the findings.
Copyright (c) 2026 Muhammad Nur Azzura Saraesa, Aa Juhanda, Gina Nuranti, Rohayati http://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Students’ Future Thinking Skills on Deforestation Through the Know, Understand, Do (KUD) Strategy: A Quasi-Experimental Study
Future thinking skills are essential for preparing students to face complex global challenges through imaginative, strategic, and anticipatory thinking. However, empirical research on these skills is still limited, especially at the high school level. Based on observations, students' future thinking skills at SMAN X Sukabumi City are still low because learning does not encourage future thinking. This study aims to examine the effect of the Know, Understand, Do (KUD) strategy on students’ future thinking skills, analyze skill levels across specific indicators and gender, and explore students’ responses to the learning. Using a quasi-experimental design with a non-equivalent control group, data were collected through validated essay tests and student response questionnaires. Results indicate that the KUD strategy significantly improves students’ future thinking skills (p = 0.018), with higher normalized gain scores (N-Gain = 0.70) compared to the control group (N-Gain = 0.59). Analysis of indicators shows notable improvements in visioning, predicting, planning, anticipating, and evaluating. Gender differences did not significantly affect outcomes. Additionally, student responses revealed a high level of engagement and perceived relevance of the strategy. These findings highlight KUD as a promising strategy to foster anticipatory and sustainable thinking among students.
Copyright (c) 2026 Ana Nurul Auliah, Suhendar, Gina Nuranti http://creativecommons.org/licenses/by-nc-nd/4.0
Profile of Environmental Worldview in 10th-Grade Students of State Senior High School 1 Turen of Malang Regency
Environmental worldview is a human paradigm towards the environment that describes how humans view and behave towards the environment. The research is to determine and analyze the environmental worldview of students at State Senior High School 1 Turen. This research was designed using a survey method involving 10th-grade students of State Senior High School 1 Turen, Malang Regency, using the New Ecological Paradigm (NEP) instrument. NEP is a concept in environmental sociology that describes a new perspective on the relationship between humans and nature. It has demonstrated validity (r count > r table = 0.219) and reliability (Cronbach’s alpha > 0.60). Size number is 80 students. Data were analyzed using Pearson correlation, t-tests, and Analysis of Variance (ANOVA), with descriptive analysis following. The results show that most 10th-grade students at state senior high school 1 Turen have relatively low NEP scores, with an average score of 36.26, the lowest score of 27.00, and the highest score of 46.00. Demographic data also did not show significant differences, such as differences in class, gender, age, and blood type. The cause of the low environmental worldview among students is claimed to be the lack of learning that incorporates environmental worldview indicators at state senior high school 1 Turen.
Copyright (c) 2026 Titis Irodatur Rahman, Sueb Sueb, Vivi Novianti http://creativecommons.org/licenses/by-nc-nd/4.0
The Implementation of the STAD Model Assisted by Teaching Aids to Improve Student Learning Outcomes on the Respiratory System in Grade VIII of SMP Kartika IV-6 Ambulu
This study aimed to improve the learning outcomes of Grade VIII students at SMP Kartika IV-6 Ambulu on the topic of the human respiratory system through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model assisted by teaching aids. The study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart design, conducted in two cycles consisting of planning, implementation, observation, and reflection. The subjects were 18 students, and data were collected using a validated multiple-choice test. The results showed an increase in the average score from 73.67 in Cycle I to 83.67 in Cycle II, while classical learning mastery improved from 66.67% to 100%. These findings indicate that the STAD model assisted by teaching aids is effective in improving students’ cognitive learning outcomes and active participation in science learning.
Copyright (c) 2026 Zilfin Nabila, H. B. A Jayawardana, Dwi Sucianingtyas Sukamto http://creativecommons.org/licenses/by-nc-nd/4.0
The Effect of the Problem-Based Learning Model with Edpuzzle Media on the Material of Plant Body Parts on Critical Thinking Skills and Learning Outcomes of Elementary School Students
One of the essential subjects taught in the Merdeka Curriculum is Science and Social Studies (IPAS). This subject plays a crucial role in enhancing students' thinking abilities. Consistent development of thinking skills contributes to the formation of students' critical thinking abilities. This study aims to analyze the effect of applying the Problem-Based Learning (PBL) model assisted by Edpuzzle media on the critical thinking skills and learning outcomes of elementary school students in the topic of plant body parts. The research employed a quasi-experimental method with a non-equivalent pretest-posttest control group design. The study subjects consisted of two classes: the experimental class, which implemented the PBL model using Edpuzzle, and the control class, which used conventional teaching methods. The research instruments included a critical thinking skills test (essay format) and a learning outcome test (multiple-choice format). The data were analyzed using ANCOVA. The results showed that the PBL model with Edpuzzle media had a significant effect on improving students' critical thinking skills and learning outcomes compared to conventional instruction (Sig. = 0.0001 < 0.05). These findings imply that teachers can integrate Edpuzzle-based PBL into daily lessons through interactive videos and guided problem-solving. Schools need to provide training and adequate infrastructure, while policymakers should support digital PBL integration in curriculum implementation. Future studies are encouraged to apply this model in other subjects and grade levels to examine its broader impact.
Copyright (c) 2026 Riwut Novisulistina, Jekti Prihati, Slamet Hariyadi http://creativecommons.org/licenses/by-nc-nd/4.0
Development of E-LKPD Using Canva Based on Problem-Based Learning on Respiratory Material to Improve Critical Thinking Skills and Learning Outcomes of Elementary School Students
This study aims to develop e-LKPD based on Problem-Based Learning (PBL) using Canva on the respiratory system material of fifth grade elementary school students. The background of this study is based on the low critical thinking skills and learning outcomes of students due to the dominance of lecture methods and limited interactive digital learning media. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The validation results show that e-LKPD is declared very valid by material experts (95%), media experts (89%), and practitioners (100%). The practicality test shows the implementation of learning above 87% and very good student responses above 95%. The effectiveness of the product is evidenced by a significant increase in learning outcomes, with an N-Gain value between 0.71 and 0.73 (high category). In addition, indicators of students' critical thinking skills have increased in all aspects after the implementation of e-LKPD. Thus, the PBL-based e-LKPD using Canva that was developed is declared valid, practical, and effective in improving critical thinking skills and learning outcomes of elementary school students.
Copyright (c) 2026 Siti Khodijah, Slamet Hariyadi, Jekti Prihatin http://creativecommons.org/licenses/by-nc-nd/4.0
Identification of Insect Pests on Rice Plants in Umbu Wangu Village for the Development of an Entomology E-Atlas
Insects represent one of the most diverse groups of organisms, and many species act as destructive pests in rice ecosystems. However, the diversity of insect pests in Umbu Wangu Village has not been documented despite recurring yield losses reported by farmers. This study aimed to identify the insect pests associated with rice plants and to develop an electronic atlas (e-atlas) as a digital learning medium for the Entomology course. The research followed a Research and Development design using the ADDIE model, with field surveys carried out in rice fields of Umbu Wangu Village. Insect specimens were collected through direct capture and subsequently identified based on morphological characteristics. The results recorded seven pest species belonging to three orders: Hemiptera, Lepidoptera, and Orthoptera. To complement these findings, an e-atlas was designed as an instructional tool. Expert validation of the e-atlas yielded an average score of 85.5%, which falls into the “very valid” category, indicating strong feasibility for educational use. The documentation of pest diversity provides essential baseline data for local rice protection strategies. At the same time, the validated e-atlas offers an innovative medium that supports student-centered learning in entomology and bridges research outcomes with educational practice.
Copyright (c) 2026 Martina Riani Dappa Talu, Hildegradis Missa, Sardina Ndukang, Aloysius Djalo http://creativecommons.org/licenses/by-nc-nd/4.0
Identification of Bioactive Compounds and Antibacterial Activity of Papaya Leaf Extract (Carica Papaya L.) as an Inhibitor of Pseudomonas Aeruginosa
This study explores the potential of papaya leaf extract (Carica papaya L.) as a natural antibacterial agent against Pseudomonas aeruginosa. The extraction process was carried out using 96% ethanol through maceration, followed by fractionation with n-hexane and ethyl acetate. Antibacterial activity was assessed using disc diffusion and liquid dilution methods to determine the inhibition zone and the Minimum Inhibitory Concentration (MIC). Phytochemica creening confirmed the presence of alkaloids, flavonoids, saponins, and tannins in all tested fractions. Among them, the n-hexane fraction demonstrated the strongest antibacterial activity, with an inhibition zone of 15.10 mm at a 10% concentration and a MIC at 6%. Further nalysis using Gas Chromatography-Mass Spectrometry (GC-MS) identified 79 compounds in the n-hexane fraction, with several dominant compounds such as hexadecanoic acid methyl ester, pentadecanoic acid 14-methyl methyl ester, and phytol — all known for their antibacterial properties. These results suggest that the n-hexane fraction of papaya leaf extract holds promising potential for development as a natural antibacterial agent, particularly against Pseudomonas aeruginosa.
Copyright (c) 2026 Wd Windi Pratiwi, Sogandi Sogandi http://creativecommons.org/licenses/by-nc-nd/4.0
Implementation of Game-Based Assessment Media 'SPEDU' to Measure Conceptual Understanding of Ecology and Biodiversity among 7th Grade Junior High School Students in Yogyakarta
This study aims to describe the effectiveness of using the game-based assessment media "SPEDU" (Spinner Education) in measuring and improving students’ conceptual understanding of ecology and biodiversity material among seventh-grade students at a public junior high school in Yogyakarta. The research method employed in this study is descriptive quantitative with a pre-experimental approach, using a one-group pretest-posttest design. The implementation of the SPEDU media improved students' conceptual understanding, with an average posttest score of 8.00. This indicates that the application of SPEDU had a positive effect in enhancing students' conceptual understanding of ecology and biodiversity. The standard deviation results also showed that the posttest scores were more homogeneous compared to the pretest scores, suggesting that SPEDU was effective in improving students' understanding more evenly across the class in this subject matter. In addition, N-gain analysis indicated that the N-gain score for the ecology and biodiversity content was in the high category (0.86). The results of the Paired Sample t-Test analysis also indicated a significant difference between the pretest and posttest scores, confirming that the use of SPEDU had a significant impact on improving students’ conceptual understanding. Therefore, SPEDU is effective as an engaging and enjoyable learning tool that encourages students to develop a deeper understanding of ecological and biodiversity concepts.
Copyright (c) 2026 Amalia Haq, Eka Dahliani, Laila Munazad, Nur Zamzam Yuniar Faisal, Maryati, Ismail Fikri Natadiwijaya http://creativecommons.org/licenses/by-nc-nd/4.0
Implication of STEAM Learning Model on Students' Scientific Creativity
This research is motivated by the low level of students' scientific creativity in biology learning. The study aimed to examine the implications of the STEAM learning model on students' scientific creativity in the topic of water pollution. A quasi-experimental method with a non-equivalent control group design was applied, involving 60 grade X high school students divided into experimental and control classes. Data were collected through scientific creativity tests, observations, and student response questionnaires. The results showed a significant difference in posttest scores between the two groups (Sig. 0.000). The experimental class achieved an N-Gain of 0.74 (high category), while the control class scored 0.52 (medium category). Students’ responses toward the learning process were very positive, with an average score of 86.67%. These findings indicate that the STEAM model effectively enhances students' scientific creativity. STEAM learning not only improves students’ scientific creativity in specific contexts but also carries broader educational implications. This model can be adapted to various science topics and other subjects, strengthen interdisciplinary skills, and serve as a reference for curriculum development and teacher training. Thus, STEAM plays an important role in preparing students to face 21st-century learning challenges that emphasize creativity, collaboration, and problem-solving.
Copyright (c) 2026 Zakia Salsabila, Setiono, Jujun Ratnasari http://creativecommons.org/licenses/by-nc-nd/4.0
The Effectiveness of Problem-Based Learning Model in Improving Students' Critical Thinking Skills in Biotechnology Material
Students must possess the essential 21st-century skill of critical thinking, especially in the study of biotechnology, which includes more complicated subject matter and contextual topics like GMOs and bioethics. The use of traditional learning methods, which are still the norm, is less effective in fostering these skills because there is little student participation. Problem-Based Learning (PBL) is an innovative solution that emphasizes real-world problem-based learning that is both collaborative and exploratory. The purpose of this study is to determine how well the PBL model improves students' critical thinking skills in biotechnology topics. The study, which included two XI IPA classes at Satya Dharma Jember High School, employed a quantitative approach with a quasi-experimental design (pretest-posttest control group design). The experimental class (32 students) received PBL-based education, while the control class (32 students) received instruction using traditional methods. A test of critical thinking skills based on Ennis' indicators is the tool utilized. The findings revealed a notable improvement in both groups, with the experimental group scoring higher (24.50 points) than the control group (12.25 points). The paired sample t-test revealed a notable improvement (p < 0.05), while the independent sample t-test showed a significant difference between the groups (t = 4.78; p = 0.000). According to this study, PBL is successful in fostering critical thinking skills because it provides an active, contextual, and reflective learning experience. As a result, PBL is advised as a learning technique for subjects like biotechnology that require critical thinking.
Copyright (c) 2026 Siti Halimatus Sadiah, Sarwo Danuji, Hanif Rafika Putri http://creativecommons.org/licenses/by-nc-nd/4.0
The Effect Of Salt Solution Concentration On The Germination And Growth Of Water Lettuce (Lactuca Sativa Var. Angustana)
Salinity is one of the main obstacles in plant cultivation, especially during the germination and early growth stages. High salt concentrations can cause osmotic stress and ionic toxicity, thereby hindering water absorption and disrupting the physiological processes of the plant. This study aims to examine the effects of various concentrations of salt solution (NaCl) on the germination and early growth processes of water lettuce (Lactuca sativa var. angustana) in a hydroponic system. Soil salinity is a major problem in agriculture that can cause osmotic stress and ionic toxicity in plants, especially at the early growth stages such as germination. This condition hinders water absorption by the seeds and disrupts the balance of essential ions that play a role in cellular activities, thereby reducing the efficiency of physiological processes crucial for the formation of uniform and healthy plants. The research was conducted using a Randomized Complete Block Design. Complete with five treatments of NaCl concentration (0, 25, 50, 75, and 100 mM), each repeated three times. Seeds were sown on cotton media and watered with the solution according to the treatment for 14 days. The observed parameters include germination percentage, plant height, leaf count, and wet weight. The results show that the increase in NaCl concentration is inversely proportional to all growth parameters, where the treatment without NaCl yielded the best results, while the 100 mM concentration provided the lowest values. Statistical analysis confirmed the significant effect of salt concentration on the reduction of seed viability and vegetative growth of watercress. In conclusion, high salinity negatively impacts the physiology and early development of watercress through osmotic stress and ion toxicity mechanisms. These findings are important for the development of plant cultivation techniques in high-salinity areas and support the development of varieties that are more resistant to environmental stress, particularly in intensive agricultural systems such as hydroponics.
Copyright (c) 2026 Siti Safinatun Najeh, Sarwo Danuji, Lila Maharani http://creativecommons.org/licenses/by-nc-nd/4.0
Bioactivity of Endophytic Fungi Fusarium brachygibbosum Isolated from the Stem of Avicennia marina as a Candidate for New Drug Source
Indonesia's biodiversity holds significant potential as a source of medicinal compounds, one of which is Avicennia marina, known for its antioxidant and antibacterial properties. However, due to its protected conservation status, its utilization is limited. An alternative approach to harness its benefits is through symbiotic microorganisms such as endophytic fungi. This study aimed to isolate and evaluate the bioactivity of the endophytic fungus Fusarium brachygibbosum isolated from the stem of A. marina as a potential source of novel therapeutic agents. The methodology involved fungal isolation, morphological identification, and evaluation of antibacterial activity using the disc diffusion method and antioxidant activity using the DPPH assay. The results demonstrated that the obtained isolate (coded ADM2) exhibited strong antibacterial activity against Escherichia coli, Staphylococcus aureus, Salmonella typhi, and Bacillus subtilis. Moreover, the antioxidant assay of the ADM2 isolate revealed a very strong potential (IC50 < 20 µg/mL), indicating its potent ability to scavenge free radicals. Based on these findings and the literature on F. brachygibbosum, this species shows great potential as a source of bioactive compounds with medical applications, particularly in treating infections and preventing degenerative diseases. Further in vivo studies are necessary to confirm the therapeutic potential of this fungus as a safe and effective drug candidate.
Copyright (c) 2026 Rian Oktiansyah, Noviyanto, Damayanti Iskandar, Sakinah Salman Ahmad Nasution, Pandu Jati Laksono, Alfia Rahma Kurniawati, Adelia Rizki Pancasari, Farah Nuriessa Aputri, Sekar Ayoe Yogyaswari http://creativecommons.org/licenses/by-nc-nd/4.0
Differences in Emotional Intelligence, Learning Styles, Learning Motivation and Biology Learning Outcames of Male and Famale Students of Sman 4 Toraja Utara
This study is an ex-post-facto study that aims to examine the differences in emotional intelligence, learning styles, learning motivation, and learning outcomes of male and female students of SMAN 4 Toraja Utara. Emotional Intelligence is a student's ability to recognize their own feelings and those of others, manage emotions effectively, and communicate effectively with others. Learning style is the way students absorb, organize, and process the information or learning materials they receive. Learning motivation is the drive that arises within students that drives and directs their learning behavior Emotional Intelligence, learning style and learning motivation was measured by researchers using a Likert-scale questionnaire during the study. Biology learning outcomes are students' cognitive scores cognitive scores are obtained from scores after answering mid-semester multiple-choice questions developed and distributed by researchers covering the second half of the 2020/2021 academic year. This study aims to determine the differences between emotional intelligence, learning styles, learning motivation, and Biology learning outcomes of male and female science students at SMAN 4 Toraja Utara. Sampling was conducted using a stratified random sampling technique, resulting in a sample of 100 female students and 79 male students. This sample was obtained by calculating the total number of students and then determining the number of male and female representatives in each class.. Data collection techniques used instruments in the form of learning outcomes and questionnaires. The data analysis technique used is inferential statistical analysis. The results showed that (i) there were differences between emotional intelligence, learning styles, learning motivation, and learning outcomes for male and female students of SMAN 4 Toraja Utara.
Copyright (c) 2026 Vilya Biring Pongbala, Nurhayati B, Hartati http://creativecommons.org/licenses/by-nc-nd/4.0
Profile of Critical Thinking Skills of Class VIII Students at SMPN Bulukumba in Learning Science Material on the Human Respiratory System
This study aims to assess and improve students' critical thinking skills in science education, specifically focusing on the human respiratory system. The research was conducted with grade VIII students at SMPN 31 Bulukumba, using a set of 10 multiple-choice questions developed based on the critical thinking skill indicators outlined by Facione (2020), including interpretation, analysis, evaluation, inference, and explanation. The results show that students' critical thinking skills were generally in the moderate category, with the highest scores in the evaluation indicator and the lowest scores in the interpretation and inference indicators. The study suggests that the use of Problem-Based Learning (PBL), supported by video-based learning, inquiry-based methods, and tools like Canva, can significantly enhance students' critical thinking abilities. Additionally, the integration of visual aids such as 3D animations can help students better understand complex concepts. The study emphasizes the importance of selecting effective teaching strategies that foster higher-order thinking skills and improve students' performance in interpreting, analyzing, and explaining scientific concepts. These strategies can enhance students' critical thinking skills, equipping them for the challenges of the 21st century.
Copyright (c) 2026 Amalia Haq, Laifa Rahmawati, Insih Wilujeng http://creativecommons.org/licenses/by-nc-nd/4.0
Integration of EduCanva in Google Sites to Improve Student Collaboration Skills in the Context of Agroindustry
This study aims to develop Google Sites-based digital learning media integrated with EduCanva to improve students' collaboration skills in agro industrial schools. The research method uses a research and development design with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through validation sheets, questionnaires, tests, interviews, and observations, then analyzed based on validity, practicality, and effectiveness. Expert validation results showed a percentage of 97.22% from subject matter experts, 84.375% from media experts, and 84.375% from learning experts in the highly valid category. The practicality test obtained a 100% response from teachers and a 92.29% response from students, both of which were categorized as very practical. The effectiveness test showed an increase in learning outcomes with an N-gain value of 0.53 (moderate category) and an increase in student collaboration skills of 11.38% from cycle I to cycle II, which was categorized as fair to good. These findings prove that Google Sites-based learning media integrated with EduCanva is feasible, practical, and effective for use in learning. The novelty of this research lies in the combination of two digital platforms that are rarely studied in the context of biology learning in agro industrial areas. This media not only improves conceptual understanding but also strengthens collaboration skills as an important 21st-century competency.
Copyright (c) 2026 Elviana Nur Salsabilla, Slamet Hariyadi, Suratno, Kamalia Fitri, Hikmah Buroidah, Bea Hana Siswati, Muhamad Khoirul Anwar, Bevo Wahono, Nana Mardiana http://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2026 Ervan Prasetyo http://creativecommons.org/licenses/by-nc-nd/4.0