META: Journal of Science and Technological Education

Analysis of the Digital Literacy Skills of Grade XI Senior High School Students in Online Biology Learning

2025-05-05T09:41:05+00:00

The Covid-19 pandemic has made changes to several aspects of life such as education. Online learning is a new challenge for educators and students and mastery of using digital media is the key to successful education during a pandemic. This study aims to determine the digital literacy ability profile of class XI high school students in learning dare biology during the Covid-19 pandemic. The benefits of this research are providing knowledge and motivation for students, providing views and input for educators in developing learning strategies. This study used a descriptive quantitative method with instruments used in data collection in the form of validation sheets, questionnaire sheets and interview lists. The digital literacy component includes 8 digital literacy components. The results obtained on the functional skill component with an average of 86.91%, the creative component with an average of 77.79%, the average collaboration component is 71.07%, the ability to search for and select information with an average 77.10%, the critical thinking and evaluation component with an average of 76.20%, the socio-cultural understanding component with an average of 75.29%, the security component with an average of 84.82%. All of these components are known to mean that the average digital literacy ability of class XI students at SMA 3 Pekanbaru City gets a score of 78.81%. Based on these results, it can be interpreted that the Digital Literacy Ability of Class XI High School Students in Biology Online Learning during the Covid-19 Pandemic Period is in the Good category.

Students' Data Collection, Graph-Making, and Conclusion-Making Skills in Inquiry-based Learning Using Interactive Simulations

2025-05-06T14:14:12+00:00

This study investigates students' skills in data collection, graph-making, and conclusion-making during a basic physics course on force and motion using worksheet-integrated PhET simulations. Sixteen students at IAIN Kerinci were selected through total population sampling. Worksheets were designed to guide students through three investigative tasks: examining the effects of resultant forces, exploring the relationship between mass and acceleration under constant force, and analyzing the relationship between force and acceleration under constant mass. Quantitative descriptive and correlational methods were employed to evaluate and analyze students’ skill levels and relationships between the skills. Results indicate that students excel in data collection, achieving consistent and high scores, but face challenges in graph construction and conclusion-making, as evidenced by higher variability and errors. Significant misconceptions, such as misunderstanding the conditions of zero resultant force and acceleration, were identified. Correlational analysis revealed a strong, positive relationship between data collection and graph-making skills, but no significant correlation with conclusion-making skills. Regression analysis suggested limited predictive ability of the foundational skills for inferential reasoning. The findings underscore the need to focus on enhancing graph-making and pattern-identification processes to support conclusion-making. This research highlights critical areas for improving physics education and developing scientific reasoning skills.

Planning, Implementation, and Evaluation of Biology Learning on the Human Excretory System Using Canva as a Learning Medium

2025-05-05T09:32:02+00:00

The rapid advancement of technology has led to the integration of digital tools in education to enhance student engagement and comprehension. This study examines the planning, implementation, and evaluation of biology learning on the human excretory system using Canva as an instructional medium for 11th-grade science students at SMAS Ibrahimy Wongsorejo, Banyuwangi. Employing a qualitative descriptive approach, data were collected through observations, interviews, and documentation to analyze the effectiveness of Canva in the learning process. The findings indicate that Canva facilitates structured lesson planning by providing interactive and visually appealing materials, making complex biological concepts more accessible. During implementation, students demonstrated increased engagement, creativity, and collaboration when utilizing Canva to design educational materials. Furthermore, evaluation through formative and summative assessments revealed improvements in students' understanding and retention of the subject matter. Teachers reported enhanced instructional delivery and positive student feedback regarding the use of Canva. However, challenges such as internet access and digital literacy were identified as areas requiring further attention.

Analysis of Conceptual Understanding of Tenth-Grade Science Students on the Topic of Viruses Based on Learning Styles at MA Raudlatus Syabab Jember

2025-05-05T09:28:27+00:00

Conceptual understanding is a critical aspect of learning, particularly in biology, where students must grasp complex and abstract concepts. This study investigates the relationship between students' learning styles and their comprehension of the topic of viruses in a tenth-grade science class at MA Raudlatus Syabab Jember during the 2023/2024 academic year. A qualitative descriptive approach was employed, utilizing questionnaires, observations, and interviews to gather data from 34 students and their biology teacher. The findings indicate that visual learners exhibit strong comprehension when using images, diagrams, and structured notes; auditory learners perform better when engaging in discussions and listening to verbal explanations; and kinesthetic learners achieve deeper understanding through hands-on activities and practical demonstrations. However, each learning style presents unique challenges that can hinder comprehension if instructional methods are not aligned with students’ preferences. The study highlights the necessity of incorporating multimodal teaching strategies to cater to diverse learning styles, ensuring more effective knowledge retention and academic success.

Biology Learning Research Trends Based on Quantitative Literacy to Improve Higher Order Thinking Skills: A Literature Review

2025-05-09T18:57:16+00:00

Empowerment of higher-order thinking skills is one of the goals to be achieved in 21^stcentury learning. Learning in biology has led to quantitative data that requires reasoning and analysis to understand it. This literature review aims to discover trends in quantitative literacy-based learning research to increase HOTS. The research method used is a systematic literature review of several reputable articles published in recent years through content analysis. Based on the 16 papers used in this review, it was found that there was a tendency to increase research variation in various methods. This study also shows that ecological material is the most widely used topic in research related to quantitative literacy, both at the high school and university levels. Concerning the findings of this study, several recommendations have been put forward for future research that underpins quantitative literacy as the main focus in increasing HOTS. Some of these recommendations include increasing the variety of types of research and choosing a more diverse biological topic.

The Effectiveness of an E-Booklet in Enhancing Scientific Explanation Skills on the Human Immune System Topic

2025-05-05T09:46:04+00:00

This study investigates the effectiveness of an e-booklet in improving students' scientific explanation skills in the human immune system topic. A quasi-experimental design was employed, involving two groups: an experimental class using the e-booklet and a control class relying on conventional teaching methods. The study was conducted at SMAN 1 Leces Probolinggo, with 31 students in each group. Pretest and posttest assessments were used to measure scientific explanation skills, which were analyzed through statistical tests, including normality, homogeneity, t-test, and N-gain calculations. The results showed that the experimental class had a significantly higher improvement in scientific explanation skills than the control class. The N-gain score for the experimental class was 0.507, classified as moderate, whereas the control class scored 0.142, classified as low. The analysis of the three components of scientific explanation: claims, evidence, and reasoning indicated that the e-booklet was particularly effective in enhancing students' ability to construct claims and provide supporting evidence, while reasoning skills showed moderate improvement. Statistical analysis using the Mann-Whitney test confirmed a significant difference in posttest scores between the two groups (p<0.05), supporting the effectiveness of the e-booklet. The findings suggest that the e-booklet serves as an effective digital learning tool for fostering scientific explanation skills.

The Correlation Between Students’ Comprehension of the Human Movement System and Their Attitudes Toward Maintaining Bone and Joint Health

2025-05-05T09:36:32+00:00

This study examines the correlation between students’ comprehension of the human movement system and their attitudes toward maintaining bone and joint health among XI MIPA students at MA Wahid Hasyim Balung Jember. Using a quantitative correlational research design, data were collected through multiple-choice tests measuring students’ comprehension and Likert-scale questionnaires assessing their attitudes. A total of 66 students participated in the study, with data analyzed using Spearman’s rank correlation test. The findings indicated that students had a high level of comprehension, with 77% achieving a very high category and 11% classified as high. However, their attitudes toward bone and joint health were predominantly moderate, with 74% in the medium category and only 24% in the high category. Statistical analysis revealed no significant correlation between comprehension and attitude, as evidenced by a correlation coefficient of -0.056 and a p-value of 0.653 (p > 0.05). These results suggest that despite possessing strong cognitive understanding, students do not necessarily translate their knowledge into proactive health behaviors. The findings highlight the need for educational strategies that bridge the gap between theoretical knowledge and practical application, encouraging students to adopt healthier behaviors.