PUSTAKA DIDAKTIS: JURNAL MEDIA DAN MODEL PEMBELAJARAN

A Plant Physiology Practicum Guide Using Pineapple Peel Liquid Organic Fertilizer: Content Validity Analysis with Aiken’s V

Devi Apriani — 2026-09-12

A valid practicum guide is essential for supporting systematic, contextual, and scientifically oriented plant physiology learning. This study aimed to develop a plant physiology practicum guide using pineapple peel liquid organic fertilizer and to analyze its content validity using Aiken’s V. The study employed a research and development method based on the 4D model, comprising the Define, Design, Develop, and Disseminate stages, but implementation was limited to the Develop stage, specifically expert validation and product revision. The guide incorporates concepts of mineral nutrition and vegetative growth, procedures for producing pineapple peel liquid organic fertilizer, treatments at different concentrations, measurement of growth parameters, data recording, and analytical questions. Validation was conducted by three experts using a four-point instrument covering content, language, and presentation. Data were analyzed using Aiken’s V coefficients and 95% confidence intervals at the item level. The results showed Aiken’s V values of 0.794 for content, 0.952 for language, and 0.746 for presentation, with an overall coefficient of 0.831. The language aspect showed the strongest expert agreement descriptively, whereas presentation was identified as the main priority for improvement, particularly in color harmony, layout consistency, numbering, and organization. Thus, the guide demonstrated evidence of content validity based on expert judgment and, after revision, is suitable for further practicality and effectiveness testing; this study did not evaluate its practicality or effectiveness.

The Effectiveness of Problem-Based Learning in Enhancing Eleventh-Grade Students’ Critical Thinking Skills

Ana Lina Sari — 2026-09-12

This study investigated the effectiveness of Problem-Based Learning (PBL) in enhancing the critical thinking skills of eleventh-grade students at SMAN 1 Kediri. A quantitative approach using a quasi-experimental pretest-posttest control group design was employed. The participants consisted of 19 students in class XI MS1 as the experimental group and 23 students in class XI MS2 as the control group, selected through purposive sampling. Data were collected using six essay questions designed to assess students’ critical thinking skills. The validity of the teaching module, student worksheet (LKPD), and test instruments was evaluated by three experts using Aiken’s V analysis. The results showed that the mean critical-thinking score of the experimental group increased from 26 in the pretest to 75 in the posttest, while the control group increased from 24 to 57. The independent-samples t-test revealed a significant difference between the two groups (p < 0.001), indicating that students who experienced PBL demonstrated higher critical-thinking skills than those receiving conventional instruction. These findings suggest that PBL provides meaningful learning experiences that support students’ abilities to analyze problems, evaluate information, and formulate evidence-based solutions. Therefore, PBL can be considered an alternative instructional approach for promoting critical-thinking skills in biology learning.

The Effectiveness of Interactive Biology Learning Media Assisted by 3D PageFlip Professional Software in Improving High School Students’ Conceptual Understanding

Nuning Samtika — 2026-09-12

Conceptual understanding is an essential learning outcome in biology because it enables students to explain biological phenomena, connect related concepts, and apply scientific knowledge in different contexts. This study aimed to examine the descriptive improvement in high school students’ conceptual understanding after learning with interactive biology learning media assisted by 3D PageFlip Professional software. The study employed a pre-experimental one-group pretest–posttest design involving 35 Grade XI students at SMAN 1 Keruak. The interactive media were integrated into discovery learning activities. Data were collected using a 21-item multiple-choice conceptual-understanding test covering the C1–C6 cognitive levels of the revised Bloom’s Taxonomy. The data were analyzed descriptively by comparing pretest and posttest scores and calculating normalized gain. The students’ mean score increased from 29.39 on the pretest to 76.87 on the posttest, with improvement across all cognitive levels. The normalized gain was 0.67, classified as moderate, and the N-gain percentage was 67.45%, categorized as moderately effective according to the adopted criterion. The highest gains occurred at C1 and C3, whereas C6 showed the lowest gain. These results indicate a descriptive improvement in conceptual understanding; however, because the study used a single-group design and did not report inferential testing, the findings should not be interpreted as evidence of statistical significance or causal effectiveness.

Development of a PBL-Based Science E-Module Assisted by Heyzine Flipbook on Temperature and Heat: Evaluation of Validity and Practicality

Fitriana Lugi — 2026-09-12

This study aimed to develop and evaluate the validity and practicality of a Problem-Based Learning (PBL)-based Science E-Module assisted by Heyzine Flipbook on temperature and heat. The study employed a Research and Development (R&D) method using the 4D model, which comprises the Define, Design, Develop, and Disseminate stages, while the article focuses on evaluating product validity and practicality. Validity was assessed by three expert validators using Aiken's V, whereas the practicality test involved 36 Grade VII students at MTsN 4 East Lombok and used a teacher response questionnaire, a student response questionnaire, and a learning implementation observation sheet. The Science E-Module obtained a mean Aiken's V of 0.783 and was classified as valid. Visual design and presentation (0.833), content (0.817), and student motivation (0.806) were classified as highly valid, whereas language (0.792) and construct (0.667) were classified as valid. The practicality results showed a mean student response of 85.53%, classified as highly practical; teacher responses across the evaluated components ranged from 90.00% to 95.45%, also classified as highly practical; and the average learning implementation across three sessions was 84.07%, likewise classified as highly practical. Therefore, the PBL-based Science E-Module assisted by Heyzine Flipbook on temperature and heat was considered valid and highly practical for use in learning.

Implementation of Guided Inquiry Integrated With Student Worksheets on Animal Tissue: An Analysis of Grade XI Students' Conceptual Mastery

Utami Ardana — 2026-09-14

This study aimed to analyze changes in Grade XI students' conceptual mastery after the implementation of guided inquiry integrated with Student Worksheets (LKPD) on animal tissue and to compare learning outcomes between groups. A quasi-experimental method with a nonequivalent control group pretest-posttest design was employed, involving 48 students: 24 in the experimental group and 24 in the control group. Conceptual mastery was assessed using seven essay questions covering cognitive levels C1-C4. The experimental group's mean score changed from 73 on the pretest to 74 on the posttest, whereas the control group's mean remained at 68. In the experimental group, achievement in understanding (C2) and applying (C3) increased by 8 percentage points each, C1 remained unchanged, and C4 decreased by 3 percentage points. The Mann-Whitney U test indicated a between-group difference in learning outcomes (U = 158.500; Z = -2.765; p = 0.006), with an effect size of r ≈ 0.40. Because the groups were not randomized and their pretest means differed, the result was interpreted cautiously as a between-group difference associated with the instructional implementation rather than as causal evidence that fully controlled for initial ability. Descriptively, the most apparent improvements occurred in understanding and applying, whereas analyzing appeared to require more structured scaffolding.