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This study aims to analyze teachers' and students' responses to critical thinking skills in biology learning at SMA Negeri 3 Pekanbaru. The research employed a descriptive qualitative method using observation, interviews, and documentation. The subjects were 11th-grade students and biology teachers. The results indicate that the evaluation process conducted by teachers was inconsistent. Essay-based evaluations were deemed effective in measuring critical thinking skills, although not always based on specific indicators. Most students assessed critical thinking questions as moderately difficult, with their evaluation results categorized as high. However, a gap in students' understanding was identified, requiring further attention. This study recommends the systematic use of critical thinking indicators to better support the development of students' critical thinking skills.

Microteaching is a simulation or training for prospective teachers to explore the ability of skills in teaching that combines the components of learning. The purpose of this study was to analyse the implementation of microteaching learning in terms of the use of various biology learning media with a touch of technology. The method used is descriptive quantitative with observation sheets and interviews. This research uses a squential explanatory design that combines quantitative and qualitative methods sequentially the first stage of collecting and analysing quantitative data followed by collecting and analysing qualitative data to help explain quantitative results. The results of the study regarding the pattern of using technology-based learning media showed that PowerPoint 92% and learning videos 78% were the most widely used media in microteaching practice. While the level of effectiveness of the media used varies. The 4.6% digital microscope showed a high level of effectiveness even though the frequency of use was still low. This indicates that high technology-based learning media has considerable potential in improving the quality of learning. Furthermore, the analysis of students' digital competence shows that 70% of students have good to very good mastery of technology. Furthermore, creativity in media development shows an even distribution while time management is still a challenge for 35% of students at a sufficient or insufficient level. The use of technology-based learning media in micro teaching has considerable potential, but still faces several challenges. A systematic and comprehensive approach is needed to optimise the use of technology in developing the teaching competence of prospective biology teachers.

The Contextual Teaching and Learning (CTL) approach effectively enhances meaningful and relevant biology learning while fostering critical thinking, creativity, and problem-solving skills. By aligning with sustainable education principles, CTL supports the achievement of SDGs and equips students to address global challenges. It is recommended that educators receive training to design CTL-based strategies, integrate local and global themes, and explore its application across diverse educational contexts and models.

This study seeks to evaluate the impact of the guided inquiry learning paradigm on the academic performance of seventh-grade students in biology at SMP Negeri 6 Tondano. This research used a quasi-experimental approach utilising a non-equivalent control group design. The study sample comprised class VII A with 25 students and class VII B with 25 students. This study's variables include the independent variable (X), which consists of users of the guided inquiry learning model, and the dependent variable (Y), which pertains to the learning outcomes of seventh-grade students at SMP Negeri 6 Tondano. Data gathering methods encompass interviews, documentation such as activity reports and pertinent data, and written assessments, including multiple-choice examinations. The hypothesis test employed to assess the difference in student learning outcomes between the experimental and control groups utilises the t-test. The mean post-test learning results for Class VII B students (experimental group) utilising guided inquiry is 82.6. In contrast, the mean outcomes for Class VII A students (control group) employing direct instruction is 77. The hypothesis test findings indicate a t-test value of 2.826, which exceeds the t-table value of 2.010 at a significance level of 0.05. According to the criteria for hypothesis testing, H0 is rejected, and H1 is approved. Consequently, it can be inferred that the guided inquiry learning model positively impacts the learning results of Class VII students in biology at SMP Negeri 6 Tondano.

This study was undertaken in response to the deficient cognitive abilities of students. The problem in this study is whether there is an influence of the project-based learning (PjBL) model, which is assisted by blended learning, on improving students' critical thinking skills in class VIII of SMP Negeri 04 Paleleh Barat. This study aims to determine whether the project-based learning (PjBL) model is assisted by blended learning in students' critical thinking skills in class VIII of SMP Negeri 04 Paleleh Barat. This study was performed in SMP Negeri 04 Paleleh Barat between April to May 2024, employing a quasi-experimental methodology. The sample in this study consisted of class VIII-A as the experimental group and class VIII-B as the control group. Both classes will undergo a learning outcome assessment comprising a pretest and a posttest. The data analysis revealed that the project-based learning (PjBL) paradigm, augmented by blended learning, significantly influenced students' critical thinking skills on the human excretory system in class VIII at SMP Negeri 04 Paleleh Barat. This is derived from the t-test results obtained using IBM SPSS for Windows version 2.2, with a significance value. If the p-value (2-tailed) is less than the significance level (alpha) of 0.05, specifically 0.002 < 0.05, then the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted.

The development of information technology requires that it is important for every individual to have digital literacy skills as a competency in facing the challenges of advancing globalization. Education is a means of improving digital literacy skills, one of the efforts made is through implementing the flipped classroom learning model in learning activities. This research aims to further explore the effectiveness of the flipped classroom model in increasing digital literacy in biology learning. The research was conducted on a sample of 28 Class XI MIPA 2 students at SMA Mekar Arum Cileunyi, Kab. Bandung. Data were collected using a pretest-posttest in the form of 10 essay questions on the Circulation System material, then the results obtained were tested statistically. In this study, it was found that there was an increase in positive ranks from the pretest and posttest results in the non-parametric Wilcoxon Signed Rank statistical test where the Z value, namely -4.631b, was smaller than 0.05 so that H0 was accepted. So it can be concluded that the flipped classroom learning model has an effect on digital literacy skills.    

Learning motivation is an important factor in the success of learning. However, low student motivation and learning outcomes are still a major problem in science-biology learning at Sriwedari Junior High School. This study aims to analyze the role of gamification as an innovative learning method that can improve students' motivation, engagement, and learning outcomes. The research used a descriptive qualitative approach involving students in grades VII, VIII, and IX as research subjects. Data was collected through in-depth interviews and documentation. The results showed that the use of gamification elements such as points, badges, and leaderboards managed to significantly increase students' motivation. In addition, students' active engagement in learning increased, seen from consistent attendance and participation in group discussions. Student learning outcomes also improved, with 75% of students achieving scores above the KKM after the implementation of gamification. Gamification creates interactive and relevant learning, allowing students to understand complex concepts more deeply. In conclusion, gamification is an effective approach to improve the quality of science-biology learning. Teachers are advised to strategically integrate gamification elements to create a fun and meaningful learning experience.

This research focuses on differentiated learning in biology subjects at SMAS Al Hikmah, which emphasizes the unique characteristics of each student. However, there are various obstacles in its implementation. The purpose of this study is to analyze the strategies used by biology teachers, the challenges faced, and the solutions applied in overcoming these problems. The research method used is qualitative descriptive, with data collection through interviews and documentation. The research sample consisted of Biology Teachers at SMAS Al Hikmah Sirampog. In practice, differentiated learning faces a number of challenges, including time constraints that force teachers to be more careful in planning the time for each material to be taught. In addition, teachers have difficulty in implementing content differentiation because the majority of students (90%) are students who are not allowed to use mobile phones. To overcome these obstacles, teachers are advised to develop a lesson plan that includes teaching strategies, learning media, and learning procedures. This aims to maximize time during the teaching and learning process in the classroom. In addition, teachers can replace content differentiation with activities related to P5 (Pancasila student profile strengthening project), such as making videos or podcasts, to minimize time limitations.

This study aims to determine the influence of the Discovery Learning learning model on the cognitive learning outcomes of students' biology on the material of the human digestive system in class XI of SMA Negeri 2 Tondano. With this research method, it is quasi-experiment research. The result is a significance value (2-tailed) < 0.05, then H0 is rejected and H1 is accepted. In the results of the "t" test, a significant number (2-tailed) 0.000 < 0.05 is obtained, then H0 is rejected and H1 is accepted, meaning that there is an influence of the discovery learning model on the learning outcomes of Biology. Then it is seen from the average learning outcomes after being given treatment. Based on the results of the analysis, it shows that the average value of the experimental class at the time of the Pretest is 31.24 while the control class is 24.49. At the time of the posttest, the average score of the experimental class reached 86.82 while the control class was 57.27.

This study aimed to describe students' learning outcomes using the Direct Instructions Learning Model on the digestive system material. This study is classroom action research. This study was conducted in class XI of SMA Negeri 7 Southeast Maluku. The subjects of this study were 22 students of class XI IPA. The study results showed that the percentage of classical learning completion in cycle I was 32% with an average score of 63.5% and cycle II was 82% with an average score of 80.22. With these research results, it can be concluded that applying the direct instructions learning model can improve student learning outcomes on the digestive system material in class XI of SMA Negeri 7 Maluku Tenggara.

This study aims to examine the effect of project-based learning on students' critical thinking skills in studying ecology. The background of this study is the need for innovative learning methods that can improve students' analytical skills in understanding ecological concepts. The method used is experimental research with a pretest-posttest design. Data were collected through observation and critical thinking skills tests before and after learning. The results showed a significant increase in students' critical thinking skills after the implementation of project-based learning. These findings indicate that project-based learning can be an effective strategy in improving students' critical thinking skills in biology education.

The implementation of STEM-based learning in biology education aims to enhance students' scientific literacy by integrating interdisciplinary approaches. This study investigates the effectiveness of STEM-based learning in improving students' understanding of biological concepts, problem-solving skills, and critical thinking. A quasi-experimental method was employed with a pre-test and post-test design involving high school students. The results indicate a significant improvement in students' scientific literacy, as evidenced by higher post-test scores and increased engagement in learning activities. The study highlights the potential of STEM-based learning to foster deeper comprehension and practical application of biological knowledge. These findings suggest that integrating STEM approaches in biology education can effectively support scientific literacy development among students.

The integration of interactive digital media in biology learning has become an innovative approach to enhancing student motivation. This study aims to investigate the impact of interactive digital media on students' engagement and learning outcomes in biology. A quantitative research method was employed, utilizing a quasi-experimental design with pre-test and post-test assessments. The participants consisted of high school students divided into experimental and control groups. The experimental group used interactive digital media, while the control group followed traditional learning methods. The findings indicate that students who utilized interactive digital media demonstrated a significant increase in motivation and academic performance compared to those in the control group. The study highlights the effectiveness of digital media in fostering an engaging learning environment, suggesting its broader application in science education

Inquiry-based learning is a pedagogical approach that encourages students to actively construct their knowledge through exploration and questioning. This study aims to analyze the effectiveness of the inquiry-based learning model in improving students' conceptual understanding of biology. The research employs a quasi-experimental design with a pre-test and post-test control group. Data were collected from high school students and analyzed using statistical tests to compare learning outcomes between the experimental and control groups. The findings indicate that students who learned through inquiry-based methods demonstrated significantly higher conceptual understanding than those in traditional learning settings. These results suggest that the inquiry-based learning model can enhance students' critical thinking skills and conceptual mastery, making it a valuable approach for biology education. The study's implications highlight the need for integrating inquiry-based learning in science curricula to foster deeper understanding and engagement among students.

Biodiversity is an essential learning source in biology education, providing contextual and meaningful experiences for students. This study aims to explore the integration of biodiversity as a contextual learning source within the biology curriculum. The research employs a qualitative approach through literature studies and case studies in selected schools. Findings indicate that utilizing biodiversity in learning enhances students' ecological awareness, critical thinking, and problem-solving skills. Moreover, it fosters a sense of environmental responsibility. The study highlights the importance of developing instructional strategies that effectively integrate local biodiversity into the curriculum. These findings have significant implications for curriculum designers and educators in promoting contextual and sustainable biology learning.

As time goes by, technology is developing very rapidly, especially in education, technology can be used to support learning. For example, at SDN 04 Sukoharjo, the author found a problem or obstacle that in science learning, photosynthesis material still uses the lecture method, using LKS books, so it is still monotonous, making students bored and not interested, because photosynthesis material is a biological process that cannot be seen directly. Therefore, researchers utilized technology, especially in multimedia, to create 2D animated learning videos of the photosynthesis process. The research method uses the ADDIE method, namely (Analysis, Design, Development, Implementation, and Evaluation). The final result of this research is a 2D animation learning video of the science lesson process of photosynthesis.    

This research discusses the use of images as an effective learning medium in increasing students' understanding of Biology subjects. The use of images in a learning context can help students visualize abstract and complex concepts in Biology, thereby facilitating a more interactive and easy-to-understand learning process. This method can stimulate students' interest in learning Biology, strengthen information retention, and improve their problem solving skills in the context of natural sciences. This research illustrates the significance of using images as a learning tool that can support the achievement of Biology learning objectives.  

Oceanarium s are popular tourist destinations in Indonesia.  This article discusses digital transformation in designing the latest Oceanarium. The research method involves surveys and observations to 2 major Oceanarium locations in Jakarta, one Oceanarium in Singapore and one in Bangkok's Siam Paragon, to get an overview of operations, and the implementation of digital technology. In addition, this research also integrates the author's experience as a public aquarium designer and for 20 years as a manager in one of the public aquariums in the Jakarta area. The current approach needs to involve the integration of IoT technology for aquatic environment monitoring, smart energy management system. The results show that the implementation of interactive technology in several places can create an interesting and memorable learning experience for visitors. One of the technologies that is interesting and preferred by visitors is the use of hologram technology, visitors can feel the sensation of being in the sea and interact with marine animals in a realistic virtual environment. This enhances their understanding of marine flora and fauna and the importance of preserving the marine environment. This digital transformation not only improves the operational efficiency of the Oceanarium, but also enriches the visitor experience through the application of interactive technology. By implementing this strategy, Oceanarium s in Indonesia are expected to continue to grow, make a positive contribution to the preservation of the marine environment, increase public knowledge of marine biology, and provide a high-quality experience for visitors.

One of the materials in biology subjects is Virus where the material is abstract so it is difficult to understand by students and often when carrying out practicum in the laboratory also the results of studying on viral material are still much too low less than KKM which is 75. The purpose of this development research is to develop a virtual media laboratory viral material as a learning medium that facilitates teachers and students in the learning process that is expected to improve student learning outcomes. This research uses a type of R&D research with 4D models consisting of Define, Design, Develop, Disseminate in its development procedures. This research was conducted at SMA SHafta Surabaya by grade 10 of 30 students. Virtual Media Laboratory consists of the design of learning media that will be developed in the form of story boards on Virus materials developed with Adobe Flash CS6 software.  Based on the assessment of material experts, design experts, media experts in a row by 100% , 84.28%, 87.14% which is declared very valid means that new products can be used in the field for learning activities. The results of the field trial assessment of 98.33% are declared very valid meaning that new products can be used in the field for learning activities. There was an increase in students' learning outcomes which was known by comparing the pretest and postest results of 46 and 85. The average improvement of student learning outcomes is 2.6 with high media effectiveness. In conclusion, virtual media laboratory can improve the learning outcomes of grade 10 students of SMA Shafta Surabaya on virus material.

This study aim to determine the effect of inquiry learning model towards students learning outcomex of biology learning. This study was conducted in class X IPA of MA Muhammadiyah Nangahure. The method used was quasi experimental with one- group-pre test-post test design. The instrument used is test instrument inthe form of multiple choic questions as many as 10 item that used UN items. In this study the test data was obtained through pre test and post test to determine the achievement of students learning outcomes. The sample used was one class with a total of 21 students Before texting hypotheses using the t-test the test analysis pre requisites are first perfomed namely the normality test and homogenity test and the data are normally distributed and homogeneous Based on the hypotheses test perfomed obtained acount of 25,91 and t table of 1,72. Because t hitung > t tabel then HO is rejected and HI is accepted. Therefore the result of this study concluded that thereis an effect of inquiry learning model on students learning outcomes.