Biological Sciences and Pedagogy Journal

The Impact of Gadget Use on Junior High School Students’ Reading Interest

Nur Hayati, Abd Hakim Laenggeng, Lestari Lestari — Sat, 01 Nov 2025 00:00:00 +0000

This study aims to describe the influence of gadget use on students’ reading interest and to measure the extent of this influence among grade VIII students of SMP Negeri 3 Palu. The research employed a quantitative descriptive design with a sample of 84 students selected through a simple random sampling technique. Data were collected using questionnaires, observations, and interviews, and analyzed through simple linear regression, F test, and coefficient of determination. The findings showed that gadget use had a positive and significant effect on students’ reading interest. This was evidenced by the F-count value of 15.504 which exceeded the F-table value of 3.96, and the significance value of 0.001 which was smaller than 0.05. Furthermore, the determination coefficient analysis indicated that gadget use contributed 15.9% to students’ reading interest, while the remaining 84.1% was influenced by other factors. These results suggest that gadgets can serve as a supportive tool for improving reading interest when utilized wisely for educational purposes, particularly in accessing information and digital learning resources. However, uncontrolled or excessive use may divert students’ attention from developing consistent reading habits. Therefore, collaboration between teachers and parents is needed to supervise and direct students’ gadget use so that its benefits can be optimized to strengthen literacy development.

The Implementation of the STAD Cooperative Learning Model Assisted by Kahoot Media to Improve Students’ Learning Outcomes

Lisdayanti Lisdayanti, Bustamin Bustamin, Rafiqa Rafiqa — Sat, 01 Nov 2025 00:00:00 +0000

Observations indicated that students’ learning outcomes were relatively low, presumably due to the use of less suitable learning models. The Student Teams Achievement Division (STAD) cooperative learning model assisted by Kahoot media is considered effective in improving learning outcomes by fostering peer collaboration, interest, and enjoyment. This study aimed to improve the learning outcomes of eleventh-grade students by implementing the STAD model assisted by Kahoot. The research employed a Classroom Action Research (CAR) design consisting of four main stages: planning, implementation, observation/assessment, and reflection. The study involved 20 students over one month and was conducted in two cycles, targeting improvements in learning outcomes from Cycle I to Cycle II, measured by the percentage of students achieving mastery. In Cycle I, students’ learning outcomes had not reached the 70% target, with teacher activity categorized as fair (67.10%), student activity at 75% (good), and student learning outcomes averaging 57.60% (low). In Cycle II, significant improvements were observed: teacher activity reached 91.44%, student activity rose to 90.17% (very good), and student learning outcomes increased to 77.9% (high). Improvements were achieved through enhanced communication, guided discussions, motivation, and stronger collaboration. These findings demonstrate the positive impact of the STAD model assisted by Kahoot media on both the learning process and outcomes. The novelty of this research lies in its specific focus on enhancing student learning outcomes through the integration of the STAD cooperative model with Kahoot, which remains rarely examined in related studies.

Design of Instructional Materials with the Cooperative Learning Model Numbered Heads Together (NHT) for Junior High School

Novia Laudiyah Prafnesia, Irdam Idrus, Dewi Jumiarni — Sat, 01 Nov 2025 00:00:00 +0000

This study addresses the low student engagement and limited learning outcomes in biology lessons, particularly on the human excretory system in junior high schools. These issues are linked to the absence of instructional materials aligned with the 2013 Curriculum (K-13), which emphasizes active, collaborative, and student-centered learning. The aim of this research was to design instructional materials based on the cooperative learning model Numbered Heads Together (NHT) to strengthen students’ conceptual understanding and active participation. The research employed a descriptive qualitative design focusing on the development of a Lesson Plan (RPP) for Grade VIII students. The procedures included curriculum and competency analysis, review of textbooks, formulation of learning indicators and objectives, selection of learning methods and media, and preparation of evaluation tools. Validation was conducted through literature review and expert judgment to ensure feasibility and relevance. The results showed that the RPP was successfully developed for two face-to-face meetings. The design incorporated KD 3.10, emphasizing analysis of the human excretory system, understanding disorders, and identifying health maintenance efforts. The learning process followed three stages introduction, core, and closing, implemented using the NHT syntax: numbering, questioning, thinking together, and answering. Supporting media included videos and PowerPoint, while evaluation used multiple-choice tests at cognitive levels C1–C4. The study concludes that the designed RPP is consistent with curriculum standards and has the potential to improve student engagement and outcomes.

Development of an Interactive E-Booklet to Improve Science Process Skills in Ecology and Biodiversity Topics

Sat, 01 Nov 2025 00:00:00 +0000

Students’ difficulties in understanding ecology and biodiversity concepts indicate that science learning still emphasizes content mastery and test results rather than process skills. This condition leads to low levels of Science Process Skills (SPS), as shown in a preliminary study at SMP Muhammadiyah 15 Surabaya, where students’ SPS average was only 18.99%. To address this issue, this research developed an interactive e-booklet designed to improve students’ basic SPS. The study employed the ADDIE development model, which consists of five stages: Analyze, Design, Development, Implementation, and Evaluation. The subjects were 28 seventh-grade students (class VII-F). The instruments used included validation questionnaires, readability questionnaires, student response questionnaires, and SPS tests. The results showed that the interactive e-booklet had high feasibility, with an average media validity score of 99% and material validity score of 96%. The readability test achieved an average score of 88.79%, while the student response questionnaire reached 89.48%, both in the very high category. Furthermore, the implementation of the interactive e-booklet improved students’ basic SPS, as indicated by an average N-Gain score of 0.59 in the moderate category. These findings suggest that the developed interactive e-booklet is valid, practical, and effective in enhancing students’ basic SPS in ecology and biodiversity learning.

Enhancing Science Learning Outcomes through Problem-Based Learning with Edform Worksheets

Putri Anjani, Achmad Ramadhan, Yuniasih Yuniasih — Sat, 01 Nov 2025 00:00:00 +0000

Low learning outcomes in biology are often linked to teacher-centered instructional approaches and the lack of interactive digital learning media. This study aims to investigate the effectiveness of implementing the Problem-Based Learning (PBL) model assisted by Edform-based electronic student worksheets (E-LKPD) in improving students’ learning outcomes. The research was conducted as Classroom Action Research (CAR) involving 34 students of class XI K at SMA Negeri 2 Palu during the even semester of the 2024/2025 academic year. The study consisted of two cycles, each comprising four stages: planning, implementation, observation, and reflection. Data were collected through learning outcome tests, observation sheets of teacher and student activities, and student response questionnaires. Quantitative data were analyzed descriptively, while qualitative data were obtained through classroom observations and student responses. The results showed that the average student score in Cycle I was 64.92%, categorized as moderate, and increased to 82.53% in Cycle II, categorized as high. This improvement of 27.12% indicates that the implementation of PBL assisted by Edform-based E-LKPD is effective in enhancing students’ biology learning outcomes. In addition, students demonstrated more active participation, improved collaboration, and greater motivation during learning activities. Therefore, PBL supported by interactive digital worksheets can be considered an alternative instructional strategy to promote meaningful and engaging biology learning.