The growing emphasis on Higher Order Thinking Skills (HOTS) in twenty-first-century education requires pre-service teachers to possess adequate competencies in designing cognitive assessments aligned with the revised Bloom's Taxonomy. However, many pre-service biology teachers continue to experience difficulties in constructing HOTS-oriented assessment items and integrating digital technology into assessment practices. This community engagement program aimed to enhance the competencies of pre-service biology teachers at Universiti Sains Malaysia (USM) in developing HOTS-oriented biology assessment items using the Assessment Link application. The program adopted a participatory, training-based approach integrated with structured mentoring and was implemented through a blended learning model consisting of face-to-face workshops and online mentoring. Program effectiveness was evaluated using pre-test and post-test instruments, participant assignments, observation sheets, and response questionnaires. The findings demonstrated that participants' mean score increased from 59.72 on the pre-test to 71.92 on the post-test, representing an average learning gain of 12.20 points. Participants also demonstrated improved competence in constructing HOTS-oriented biology assessment items and showed positive engagement throughout the training and mentoring activities. The integration of the Assessment Link application facilitated systematic assessment development while strengthening participants' digital assessment literacy. The program concludes that combining HOTS-oriented pedagogical training with digital assessment technology effectively improves pre-service teachers' assessment competencies and provides a sustainable model for teacher professional development in response to the educational demands of the twenty-first century and the Society 5.0 era.
E. Susantini, S. Indana, R. Puspitawati et al.· Mitra Mahajana Jurnal Pengab...· 0 citations
Augmented Reality (AR) has the potential to improve Problem-Based Learning (PBL) in higher education by easing the visualisation of difficult biological ideas and encouraging active participation. The purpose of this study was to assess the viability and content validity of AR-integrated teaching resources created for PBL. The study concentrated on the validation stage using the ADDIE development paradigm and included three expert validators in instructional design, educational technology, and biology education. Aiken's V was used to evaluate content validity in terms of language appropriateness, presentation viability, and topic feasibility. To enhance the teaching materials, qualitative input from validators was also examined. The findings showed strong validity across all dimensions, with Aiken's V values more than 0.85. The display of AR elements, the clarity of instructions, and the alignment of learning exercises with problem-solving objectives were the main areas of expert recommendation. The quality and usability of the updated materials were improved by incorporating these suggestions. All things considered, the AR-integrated teaching resources showed excellent content validity and viability for postsecondary education. According to the results, the products are appropriate for use in classrooms and can help students grasp difficult biological ideas through interactive, technologically enhanced learning opportunities.
A. Bashri, R. Puspitawati, W. Wisanti et al.· EDUKASIA Jurnal Pendidikan d...· 0 citations
This study aimed to develop and evaluate a Problem-Based Learning (PBL)-based science e-module integrating the local wisdom of Ledre to foster junior high school students' critical thinking skills on the topic of food additives. The study employed a Research and Development (R&D) approach using the 4D model consisting of the Define, Design, Develop, and Disseminate stages. The developed product was evaluated in terms of its validity, practicality, and effectiveness. Product validity was assessed by subject-matter experts, instructional media experts, and science education practitioners using Aiken's V. Practicality was evaluated through learning implementation observations, teacher and student response questionnaires, and readability analysis. Effectiveness was determined using a one-group pretest-posttest design involving 64 eighth-grade students from two classes receiving the same instructional treatment. Students' critical thinking skills were analyzed using the Normalized Gain (N-Gain) and the Wilcoxon Signed-Rank Test. The developed science e-module achieved an average Aiken's V coefficient of 0.93, indicating high validity, while the assessment instrument demonstrated good reliability (Cronbach's Alpha = 0.815). Practicality evaluation showed highly positive implementation and user responses, indicating that the e-module was feasible for classroom application. Students' critical thinking skills improved from a mean pretest score of 43.55 to a mean posttest score of 83.73, with an average N-Gain score of 0.6965 (moderate category). The Wilcoxon Signed-Rank Test confirmed a statistically significant improvement (p < 0.001), accompanied by a very large effect size (r = 0.87). These findings demonstrate that integrating Ledre local wisdom into the Problem-Based Learning framework provides an effective digital learning resource for fostering contextual science learning and enhancing junior high school students' critical thinking skills.
Nofal Binti Ali Mahfud, S. Indana, Isnawati· JPI: Jurnal Pustaka Indonesi...· 0 citations
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