The influence of self-efficacy, learning attitude, and learning independence on students' metacognitive awareness and skills Lina Listiana, Asham B. Jamaluddin, Arsad Bahri, Nur H. Romadhon Journal of Pedagogical Research, 2025 This study analyzes the influence of self-efficacy, learning attitude, and learning independence on students' metacognitive awareness and skills. The research employs a non-experimental quantitative design through a cross-sectional survey involving 340 Indonesian high school students. The findings, based on Structural Equation Modeling analysis, reveal that learning attitude influences metacognitive awareness but not metacognitive skills. Learning independence has a significant direct effect on both metacognitive awareness and skills, with metacognitive awareness serving as a key mediator linking these factors to metacognitive skills. Conversely, self-efficacy does not show a significant effect on either metacognitive awareness or skills. The study also indicates no significant differences in the influence between latent variables based on gender. These findings underscore the critical role of learning attitude and learning independence in enhancing metacognitive abilities. The results provide practical implications for educators and policymakers to design strategies that support reflective and independent learning, thereby fostering the development of higher-order thinking skills essential for academic success and lifelong learning.
THE IMPACT OF DIGITAL LITERACY AND DISASTER MITIGATION UNDERSTANDING ON COMPUTATIONAL AND SPATIAL THINKING ABILITY IN UPPER SECONDARY SCHOOL STUDENTS Maddatuang Maddatuang, Arsad Bahri, Muhammad Ansarullah S. Tabbu Journal of Baltic Science Education, 2025 Computational thinking and spatial thinking ability play a critical role in enabling students to respond effectively to disasters. However, limited research has examined the impact of digital literacy, disaster education, and cognitive skills in secondary school students. This study aims to assess the impact of digital literacy and disaster mitigation understanding on the development of computational and spatial thinking ability in upper secondary school students. A quantitative research approach was employed using Structural Equation Modeling to analyze the impact of the variables. The research participants in this study consisted of 258 students enrolled in two upper secondary schools, namely Public Senior High School 21 Makassar and Public Senior High School 4 Barru. Data were collected through questionnaires and performance-based tests. The results revealed that digital literacy positively impacted computational thinking and spatial thinking. Similarly, disaster mitigation understanding positively impacted computational thinking and spatial thinking. Moreover, computational thinking demonstrated a moderate positive impact on spatial thinking, indicating a strong interaction between these cognitive domains. These findings suggest that students with higher digital literacy and disaster knowledge exhibit stronger problem-solving and spatial reasoning skills, which are crucial for disaster preparedness and risk mitigation. Keywords: digital literacy, disaster mitigation understanding, computational thinking, spatial thinking, upper secondary school
Conceptual Model of Biology Learning with Citizen Science Project: Learning Syntax Developed from a Systematic Literature Review Asih Luklu Susiati, Arsad Bahri, Andi Asmawati Azis, Hardianto Hardianto Salud Ciencia Y Tecnologia, 2025 Introduction: Citizen Science Projects (CSP) have emerged as a powerful approach in scientific research, involving the community in data collection and problem-solving. This study examines the application of CSP in biology education, focusing on how CSP can be integrated into learning processes to enhance scientific literacy, community collaboration, and the application of biological concepts.Methods: A systematic literature review (SLR) was conducted to analyze 33 research articles related to CSP in biology education. The review aimed to define CSP-based biology learning and identify the conceptual model of CSP syntax in the educational context. The data was gathered from peer-reviewed articles published between 2014 and 2024, primarily sourced from the Scopus database.Results: The review identified key definitions of CSP, emphasizing community collaboration, the application of biological concepts, and the development of 21st-century skills as the core components of CSP-based biology learning. A conceptual model for CSP syntax in biology education was developed, consisting of five key stages: concept mapping, project design, presenting, execution, and gallery walk. These stages were found to support both student learning and community engagement.Conclusions: CSP-based biology learning fosters collaboration between students and the community, enhances the application of biological concepts, and equips students with vital 21st-century skills. The study concludes that CSP offers significant potential for improving biology education by integrating real-world problems into the learning process, thereby advancing scientific literacy and contributing to societal development.
Bridging Gaps: AI-Driven Accessibility in Language Education Andi Asrifan, Shafa Shafa, Widya Rizky Pratiwi, Arsad Bahri, Sri Rahmadhani Siregar, Sajed S. Ingilan Implementing AI Tools for Language Teaching and Learning, 2025 Language education accessibility, especially for visually and hearing-impaired pupils, depends on AI. Advanced automated language teaching systems for the disabled are limited despite broad language technology developments. Manual input makes present solutions challenging for limb-impaired people and increases remote help. AI, especially NLP, offers unique solutions for diverse demands and talents, ensuring language learning equality. AI frameworks rarely consider visually impaired users. The chapter suggests using AI and NLP to personalize language learning. These technologies can give audio descriptions, text-to-speech, and interactive platforms for inclusive learning that maximizes student potential. AI-driven solutions can empower handicapped learners and improve their communication, independence, and social integration by including beneficiaries, instructors, and families and cooperating across stakeholders.
Enhancing critical thinking and academic achievement through different learning Ali Usman, Lady Agustina, Arsad Bahri International Journal of Evaluation and Research in Education, 2024 <p><span>This research examines the impact of implementing different learning models on students’ critical thinking abilities (CTS) with different academic achievements. This research was a quasi-experiment and involved 134 high school students in Jember. Research classes are divided into project-based learning (PjBL) and conventional learning, then divided based on academic achievement, namely high and low. Data was collected using essay exams supported by the CTS assessment rubric. Information was analyzed using analysis of covariance (ANCOVA) and continued with the least significant difference (LSD) test. The research results show that i) there is a significant difference in the development of CTS between students who follow the PjBL learning model and students who follow conventional learning; ii) there are differences in CTS development between high and low-achieving students; and iii) there is an interaction between the learning model and student academic achievement which influences the development of CTS. Based on these findings, it can be interpreted that the PjBL learning model effectively increases the development of CTS in high and low-achieving students, especially in low-achieving students. The PjBL learning model encourages students to be active, think critically, work together and solve problems. Teachers can improve the critical thinking skills of students with low academic abilities through the PjBL learning model.</span></p>
THE RELATIONSHIP BETWEEN STUDENTS’ PERCEPTION TO THE LEARNING MEDIA, DIGITAL LITERACY SKILLS, AND SELF-REGULATED LEARNING WITH STUDENTS’ LEARNING OUTCOMES IN THE RURAL AREA Arsad Bahri, Wahyu Hidayat M, Kurnia Prima Putra, Nur Aisyah Ainun, Nurheni Arifin Journal of Technology and Science Education, 2024 This study aims to determine the relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ cognitive learning outcomes in the rural area. This study was the ex post facto with quantitative data. The method used was differential causal comparative with multiple linear regression analysis. The three variables were measured using a questionnaire, cognitive learning outcomes was measured by test. The results showed that students’ perception to the learning media, digital literacy skills, and self-regulated learning on students' cognitive learning outcomes had a moderate simultaneous relationship. The findings also showed that the contribution of self-regulated leraning to the cognitive learning outcomes was the higher (71.42%). The contribution of the three variables to cognitive learning outcomes was 86.41%. Based on related facts, research recommendations can be expanded by measuring from several other rural areas and examining several other variables, especially those that support the learning process oriented towards empowering 21st century competencies by utilizing the latest technological developments and that can reach all regions of Indonesia, especially in rural areas so as to minimize the gap in the quality of education in Indonesia.
Qualitative Methodology Selection: Key Considerations for Dissertation Scholars Andi Asrifan, Widya Rizky Pratiwi, Arsad Bahri, Baso Jabu, Ahmad Rossydi, Mulyadi Mulyadi Qualitative Research Methods for Dissertation Research, 2024 This chapter discusses the dissertation's qualitative methodology selection criteria. To understand complex human and social events, qualitative research emphasizes participants' views to generate rich, detailed insights. This chapter discusses ethnography, phenomenology, grounded theory, and narrative analysis, each suitable for different study contexts. Discussing research questions, methods, theoretical frameworks, and practical restrictions. The chapter also discusses ethical issues that protect research integrity, including informed consent and confidentiality. This study evaluates purposive, snowball, and theoretical sampling for data collection. Details on interviews, focus groups, and participant observation emphasize their function in acquiring complex data. The chapter concludes with thematic, grounded theory, and narrative analysis, which is essential for qualitative data interpretation. The chapter provides a detailed summary of these factors to help dissertation scholars make informed methodological choices for rigorous, ethical, and meaningful research.
Smart Teaching Based on Lesson Study Promoting Stundent's Digital Literacy in The Rural Area Arsad Bahri, Arifah Novia, Asham Bin, Andi Muharni, Wahyu Hidayat European Journal of Educational Research, 2023 <p style="text-align: justify;">Education for all and education equality has been an important issue to be payed attention to, especially in the rural areas in Indonesia. Education in rural areas is very underdeveloped due to the lack of the equitable distribution of education services. The main factors behind this problem are the pedagogic competence of teachers and inadequate infrastructure. These factors have a direct impact on the digital literacy of students in rural areas, even though digital literacy is very important in the era of the industrial revolution 4.0. This research is a development research that is aimed at developing a valid, practical and effective Lesson Study (LS)-based smart teaching model. The study was conducted at a junior high school in Jeneponto Regency, South Sulawesi, Indonesia. The results showed that the LS-based smart teaching model developed was valid, practical, and effective to promote students' digital literacy. The development of this teaching model is expected to improve the quality of educators' pedagogic competence in teaching and be able to form educators' creative innovations that can directly have an impact on improving the quality of learning in the classroom.</p>
SIRI (Stimulation, Investigation, Review, and Inference) Learning Model to Promote Creative Thinking Asham Bin Jamaluddin, Siti Zubaidah, Susriyati Mahanal, Arsad Bahri Aip Conference Proceedings, 2023 This study aimed to investigate the effect of the SIRI (Stimulation, Investigation, Review, and Inference) learning model on Biology students’ creative thinking skills. The learning model contains the cultural-educational values of Makassar-Buginese Siri’ from Indonesia and has a problem-solving foundation. The experimental design used in this study was a non-equivalent pretest-post-test control group. The study involved 93 students studying Biology Education at Universitas Negeri Makassar. The data were gathered using an essay test designed to assess creative thinking skills. Student responses were evaluated using a rubric for creative thinking skills, and the data were analyzed using ANCOVA at a significance level of 0.05. The research findings suggested that the SIRI learning model affected biology students’ ability to think creatively. Additionally, the LSD (Least Significant Difference) test results indicated that the SIRI students’ creative thinking skills differed significantly from those of the Problem-Based Learning and conventional students. As a result, the SIRI learning model can help biology students develop their creative thinking skills during the biology learning process.
Scientific literacy skills of students: Problem of biology teaching in junior high school in South Sulawesi, Indonesia Adnan Adnan, , Usman Mulbar, Sugiarti Sugiarti, Arsad Bahri, , , and International Journal of Instruction, 2021 The aim of this study was to determine the scientific literacy skills of students at junior high school (JHS) in biology teaching in South Sulawesi, Indonesia. This research was a survey research. Sampling was selected through a progressive random sampling technique with stratification. The research samples were four junior high schools, they are: JHS 4 Makassar, JHS 26 Makassar, JHS 2 Maros, and JHS 4 Sinjai with the total samples were 235 students. Each school was represented by 2 classes. The results of research showed that the students of junior high school who were able to understand the inquiry method that leads to scientific knowledge as much as 17.02%, and ability to organize, analyse, and interpret the quantitative data and scientific information as much as 36.23%. Overall, the conclusion of this study was the scientific literacy of junior high school students in biology teaching was still low. The constructivist learning method should be used by the teacher, such us using inquiry method and completed by an innovative media and learning resources to enhance students' scientific literacy.
Students' scientific literacy skill: The starting point of chemistry learning in the junior high school Asia Pacific Forum on Science Learning and Teaching, 2021
Problem-based learning to develop students’ character in biology classroom Asia Pacific Forum on Science Learning and Teaching, 2021
Improving students' critical thinking skills through Remap NHT in biology classroom Asia Pacific Forum on Science Learning and Teaching, 2016
The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies Journal of Baltic Science Education, 2015
