Jurnal Mangifera Edu

STEM–Local wisdom of the Sundanese Community: Efforts to improve students’ verbal creativity

2026-02-24T02:37:20+00:00

This study aims to determine the effect of STEM–Local Wisdom learning of the Sundanese community on the verbal creativity of high school students in the concept of biodiversity. The research employed a quantitative approach with a quasi-experimental design involving 71 tenth-grade students at a high school in Sukabumi. The experimental class implemented STEM–Local Wisdom learning, while the control class used the discovery learning model. Data were collected through a verbal creativity test, a student response questionnaire, and product assessments. Test data were analyzed using the T-test and N-Gain, while questionnaire data were analyzed using the Likert scale. The results showed a significant difference between the two classes (sig. 2-tailed = 0.000) and an N-Gain of 0.74 (high category) for the experimental class and 0.59 (medium category) for the control class, indicating that STEM–Local Wisdom learning significantly affects students’ creativity. In addition, the average percentage of student response questionnaires across indicators was 91%, reflecting a high level of student engagement and satisfaction. These findings support the use of STEM–Local Wisdom learning as an effective alternative to foster students’ creativity in biology learning, particularly on the topic of biodiversity contextualized with local wisdom

Antimalarial potential of endophytic fungi from Rhizophora apiculata roots in Sidodadi Village, Lampung: An in vitro study

2026-02-23T04:07:43+00:00

Malaria remains a major global health threat as Plasmodium parasites transmitted by female Anopheles mosquitoes increasingly develop resistance to frontline drugs. Mangrove plants are rich in terpenoids, alkaloids, and flavonoids with potent antiplasmodial activity, but harvesting large biomass jeopardises fragile coastal ecosystems. Endophytic fungi residing inside plant tissues can synthesise the same metabolites as their hosts, thus offering a sustainable source of new antimalarial leads. This study aimed to isolate and characterise root-derived endophytic fungi from Rhizophora apiculata growing in Sidodadi Village and to evaluate their antimalarial potential. Root segments were surface-sterilised and plated on potato dextrose agar; emerging colonies were sub-cultured until ten pure isolates were obtained. Crude filtrate and mycelial extracts were screened in vitro using the haem-polymerisation inhibition assay. Isolate B.S.CE7 exhibited the highest activity, inhibiting ?-haematin formation by 91.4 % and 78.6 % in filtrate and biomass extracts, respectively, with IC?? values of 0.24 mg ml^-1 and 0.70 mg ml^-1 (chloroquine control 0.14 mg ml^-1). Morphological examination placed B.S.CE7 in the genus Aspergillus. Phytochemical tests revealed the presence of alkaloids, flavonoids, saponins, and terpenoids, compounds commonly implicated in antiplasmodial mechanisms such as haem detoxification blockade. These results demonstrate that mangrove-associated Aspergillus sp. is a promising reservoir of antimalarial metabolites comparable in potency to established drugs. The study highlights the value of exploring endophytes to expand the natural-product pipeline while conserving mangrove biodiversity and provides a foundation for compound isolation.

The animal macroanatomy practicum’s evaluation based on science process skills, science literacy, critical thinking, and conceptual understanding

2026-02-24T02:20:55+00:00

Systematic evaluation is essential to determine whether learning objectives are achieved and to assess the contribution of laboratory activities to the quality of biology education. However, empirical evidence regarding students’ scientific process skills, science literacy, critical thinking abilities, and conceptual understanding in animal macroanatomy practicums at the University of Timor remains limited. This study aimed to analyze students’ scientific process skills, science literacy, critical thinking abilities, and conceptual understanding as part of an evaluation of the implementation of an animal macroanatomy practicum in the Biology Education program at the University of Timor. This study employed a descriptive quantitative research design to examine these competencies through structured observation instruments and validated questionnaires. The research procedure consisted of five stages: data collection, data reduction, data presentation, triangulation, and conclusion drawing. The findings indicated that the animal macroanatomy practicum was generally effective in enhancing students’ scientific competencies. Mean scores showed that students achieved skilled to high levels across all assessed domains, including science process skills (67,40%), science literacy (65,54%), critical thinking skills (64,67%), and conceptual understanding (61,86%). Students demonstrated strong performance in experimental planning, observation, questioning, and interpretation, as well as in science literacy related to investigation, reasoning, and the science–technology–society context. Critical thinking was most prominent in basic explanation and foundational skills, while conceptual understanding was strongest in interpretation, exemplification, and classification. These results suggest that animal macroanatomy practicum activities contribute substantially to the development of fundamental scientific competencies and support the integration of theoretical knowledge with empirical observation.

Application of the SQ3R method and wattpad science fiction to enhance concept mastery in the excretory system

2026-02-24T02:13:49+00:00

Concept mastery is a crucial component of science learning; however, many students struggle to achieve deep understanding because they use ineffective reading strategies. This study aims to examine the effectiveness of the Survey, Question, Read, Recite, Review (SQ3R) method integrated with Wattpad-based science fiction to improving students’ conceptual mastery of the excretory system. The research employed a pre-experimental design with a one-group pretest–posttest design. The research instrument consisted of multiple-choice test items developed to measure students’ conceptual understanding across various cognitive levels. The participants were Grade XI science students at SMA Pasundan 3 Bandung, with class XI MIPA III selected through purposive sampling. The results revealed a significant improvement in students' conceptual understanding, indicated by a normalized gain (N-gain) of 0.6781. Improvements were observed across all cognitive levels: C1 (86.11) through schema activation in the Survey stage (assimilation), C2 (81.79) through information encoding and integration in the Question and Read stages (assimilation-accommodation), C3 (83.80) through concept transfer in the Recite stage (equilibration), and C4 (90.28) through schema reorganization and argument construction in the Review stage. These findings suggest that the SQ3R method applied to Wattpad science fiction effectively enhances students’ concept mastery of excretory system material, in alignment with cognitive learning theory.

Effect of AI-assisted microscope for plant anatomy learning to enhance students’ logical–mathematical intelligence

2026-02-24T02:30:28+00:00

Guided by the PISA framework, logical–mathematical intelligence is recognized as a key competence in situational problem solving. In plant anatomy practicum, applying logical–mathematical reasoning to analyze observational data is essential for drawing accurate conclusions about cells and tissues. However, preliminary observations in SMAN 1 and SMAN 2 Indramayu indicated that students’ logical–mathematical intelligence was still relatively low. To address this, a Smart AI Microscope was developed to provide automated object recognition, measurement, and calibration features that support more accurate observations. This study aimed to develop a Smart AI Microscope for plant anatomy learning to enhance students’ logical–mathematical intelligence. The research employed the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The study was conducted over one year, focusing on the design and application of the Smart AI microscope in plant anatomy practicums. The results showed that the system achieved a “very valid” category based on expert validation by three instructional media specialists. Furthermore, the implementation of the Smart AI microscope in practicum activities was found to be sufficiently effective in improving students’ logical–mathematical intelligence. It can be concluded that the Smart AI microscope is a valid and effective learning innovation, with implications for improving analytical skills and supporting technology-integrated biology practicums.

Building students’ scientific literacy in biology learning through digital technology innovation

2026-02-24T02:15:38+00:00

This study aims to analyze the effectiveness of utilizing digital technology to enhance students’ scientific literacy in biology learning at the secondary school level. Scientific literacy is recognized as a key 21st-century competency, encompassing mastery of scientific concepts, critical thinking, problem-solving, and the ability to construct evidence-based arguments. The research employed quantitative methods with quasi-experimental and pre-experimental designs, involving Grade X and XI science students as participants. Data were collected using pre-test-post-test assessments and questionnaires to measure learning outcomes, motivation, reading interest, and digital literacy. The results indicate that integrating various digital media with active learning strategies positively influenced students’ engagement and academic performance. Specifically, Wordwall interactive games enhanced motivation and learning outcomes; Wattpad combined with the SQ3R method effectively improved reading interest and conceptual understanding; Powtoon facilitated digital literacy development and collaborative skills; ChatGPT supported the development of scientific literacy within a Problem-Based Learning framework; and YouTube, when applied through the Creative Problem Solving (CPS) model, significantly fostered analytical and creative thinking abilities. These findings suggest that digital technology not only strengthens students’ mastery of biology concepts but also supports the development of essential 21st-century skills. Overall, the study demonstrates that digital technology-based biology learning can provide meaningful and contextually relevant experiences that bridge classroom learning with real-world applications, preparing students to actively participate in scientific discourse and problem-solving in their daily lives.

Keywords: ChatGPT, Digital Literacy, Scientific Literacy, Reading Interest, Learning Motivation, PowToon, YouTube, Wattpad, Wordwall