https://ejournal.unib.ac.id/diksains <p align="justify">DIKSAINS is a peer-reviewed, open-access journal covering all aspect of science and science education (physics, physics education, chemistry, chemistry education, biology, biology education, computer science, environment science, nutrition and health science). We encourage scientist, lecturer, teacher and student to submit their original paper to the journal. DIKSAINS is managed by the Science Education Study Program of the Teaching and Education Faculty of Universitas Bengkulu, published in June and December a year by Unib Press. In December 2022, DIKSAINS got accreditation SINTA in Fifth Rank (SINTA 5) with <a href="https://drive.google.com/file/d/16VtdNwnxRY26S4Y-1PgHfnyQ6rpdrOVg/view">reference number 225/E/KPT/2022</a>. </p> <p align="justify"><a href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&amp;1615177620&amp;1&amp;&amp;"><strong>e-ISSN 2775-9253</strong></a></p> Universitas Bengkulu en-US DIKSAINS : Jurnal Ilmiah Pendidikan Sains 2775-9253 <p align="justify">Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal</p><p align="justify">Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal.</p><p align="justify">Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).</p><p align="justify"> Creative Commons Attribution-ShareAlike (CC BY-SA)</p><p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a></p><p><strong>DIKSAINS </strong>is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> https://ejournal.unib.ac.id/diksains/article/view/43473 <p><strong>A</strong><strong>B</strong><strong>S</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>K</strong></p> <p> </p> <p>Penelitian ini bertujuan untuk menganalisis kualitas media pembelajaran Anatomi dan Fisiologi Tumbuhan yang dikembangkan oleh mahasiswa calon guru IPA melalui model pembelajaran berbasis proyek (<em>Project Based Learning</em>). Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kuantitatif. Subjek dalam penelitian ini yaitu mahasiswa semester 3 kelas A dan B prodi S1 Pendidikan IPA FKIP Universitas Bengkulu yang berjumlah 64 orang. Instrumen yang digunakan adalah lembar penilaian media Anatomi dan Fisiologi Tumbuhan dengan kriteria: kebutuhan, ideal, dan nilai nilai, ketepatan efektivitas pemanfaatan media pembelajaran dan pencapaian tujuan pembelajaran yang telah dirumuskan yang dikembangkan menjadi 9 aspek penilaian. Hasil analisis menunjukkan bahwa aspek dengan skor tertinggi adalah <em>kesesuaian dengan nilai edukatif</em> (persentase 86,81%) dan <em>relevansi dengan materi</em> (86,11%) yang termasuk dalam kategori "sangat baik". Sementara itu, aspek <em>kreativitas dan orisinalitas</em> memperoleh persentase terendah sebesar 75,69% dengan kategori "baik". Rata-rata keseluruhan kualitas media mencapai 81,33% dengan kategori "sangat baik".</p> <p> </p> <p><strong>Kata kunci:</strong> analisis, media pembelajaran, anatomi dan fisiologi tumbuhan, berbasis proyek.</p> <p> </p> <p><strong><em>ABS</em></strong><strong><em>T</em></strong><strong><em>R</em></strong><strong><em>A</em></strong><strong><em>C</em></strong><strong><em>T</em></strong></p> <p><em> </em></p> <p><em>This study aims to analyze the quality of instructional media on Plant Anatomy and Physiology developed by prospective science teachers through a Project-Based Learning (PjBL) model. The research method used is descriptive with a quantitative approach. The subjects of this study were 64 third-semester students from classes A and B of the Science Education undergraduate program at the Faculty of Teacher Training and Education, University of Bengkulu. The instrument used was an assessment rubric for instructional media on Plant Anatomy and Physiology, with criteria covering needs, ideals and values, accuracy, effectiveness in media utilization, and achievement of predetermined learning objectives, which were further elaborated into nine assessment aspects. The analysis results showed that the highest-scoring aspects were alignment with educational value (86.81%) and relevance to the subject matter (86.11%), both categorized as "excellent." Meanwhile, the lowest-scoring aspect was creativity and originality, with a percentage of 75.69%, categorized as "good." Overall, the average quality of the instructional media reached 81.33%, which falls under the "excellent" category.</em></p> <p><strong><em> </em></strong></p> <p><strong><em>Keywords</em></strong><em>: analysis, instructional media, plant anatomy and physiology, project-based learning.</em></p> Annisa Puji Astuti Silvia Syeptiani Arsela Eko Listiono Copyright (c) 2025 Annisa Puji Astuti, Silvia Syeptiani, Arsela Eko Listiono https://creativecommons.org/licenses/by-sa/4.0 2025-07-31 2025-07-31 5 2 172 180 10.33369/diksains.5.2.172-180 https://ejournal.unib.ac.id/diksains/article/view/43143 <p><strong>A</strong><strong>B</strong><strong>S</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>K</strong></p> <p> </p> <p>Penelitian ini bertujuan untuk menganalisis peningkatan keaktifan dan hasil belajar mahasiswa pada materi kimia air melalui penerapan model pembelajaran kooperatif <em>Two</em> <em>Stay</em> <em>Two</em><em> </em><em>Stray</em> (TSTS). Latar belakang penelitian ini adalah rendahnya tingkat keaktifan dan hasil belajar mahasiswa dalam mata kuliah kimia air yang seringkali diajarkan secara konvensional, sehingga kurang mendorong interaksi dan pemahaman mendalam. Penelitian ini menggunakan pendekatan kuantitatif dengan desain <em>Quasi-Eksperimen</em> jenis <em>Nonequivalent</em> <em>Control</em> <em>Group</em> <em>Design</em>. Populasi penelitian adalah mahasiswa program studi Pendidikan IPA yang mengambil mata kuliah Kimia Lingkungan. Sampel dipilih secara <em>purposive</em> <em>sampling</em>, terdiri dari dua kelas: satu kelas eksperimen yang menerapkan model TSTS, dan satu kelas kontrol yang menggunakan metode pembelajaran konvensional. Data keaktifan dikumpulkan melalui lembar observasi, sedangkan data hasil belajar diperoleh dari <em>pretest</em> dan <em>posttest</em> yang diberikan kepada kedua kelompok. Analisis data dilakukan secara deskriptif dan inferensial. Data hasil belajar dianalisis menggunakan <em>Independent</em> <em>Sample</em> <em>T-Test</em> atau <em>Mann-Whitney</em> <em>U</em> <em>Test</em> setelah uji normalitas dan homogenitas, serta perhitungan <em>N-Gain</em> untuk melihat peningkatan. Data keaktifan dianalisis secara deskriptif persentase. Hasil penelitian menunjukkan bahwa model pembelajaran <em>Two</em> <em>Stay</em> <em>Two</em> <em>Stray</em> secara signifikan mampu meningkatkan keaktifan dan hasil belajar mahasiswa pada materi Kimia Air dibandingkan dengan metode pembelajaran konvensional. Nilai <em>N</em><em>-</em><em>gain</em> <em>Score</em> pada tabel pada kelas eksperimen berada dalam kategori tinggi yaitu 0,74 berada pada 0,30 &gt; N<em>-gain</em> <em>&gt;</em> 0,70, sedangkan pada kelas kontrol mendapatkan nilai 0,68 berada pada 0,30 ≤ N<em>-gain</em> ≤ 0,70 berada dalam kategori sedang. Peningkatan keaktifan terlihat dari partisipasi aktif mahasiswa dalam diskusi kelompok dan berbagi informasi, yang berkolerasi positif dengan peningkatan pemahaman konsep.</p> <p> </p> <p>Kata kunci : <em>Two</em> <em>Stay</em> <em>Two</em> <em>Stray</em> (TSTS), Kimia Air, Keaktifan Mahasiswa, Hasil Belajar</p> <p> </p> <p><strong>ABS</strong><strong>T</strong><strong>R</strong><strong>A</strong><strong>C</strong><strong>T</strong></p> <p> </p> <p>This study aims to analyze the increase in student activity and learning outcomes in water chemistry materials through the application of the <em>Two</em> <em>Stay</em> <em>Two</em> <em>Stray</em> (TSTS) cooperative learning model. The background of this research is the low level of student activity and learning outcomes in water chemistry courses which are often taught conventionally, so that they do not encourage interaction and deep understanding. This study uses a quantitative approach with <em>a</em> <em>Quasi-Experimental</em> design of <em>the</em> <em>Nonequivalent</em> <em>Control</em> <em>Group</em> <em>Design</em>. The research population is students of the Sains study program who take the Environment Chemistry course. The sample was selected by <em>purposive</em> <em>sampling</em>, consisting of two classes: one experimental class applying the TSTS model, and one control class using conventional learning methods. Activity data was collected through observation sheets, while learning outcome data was obtained from <em>pretest</em> and <em>posttest</em> given to both groups. Data analysis was carried out descriptively and inferentially. The learning outcome data was analyzed using <em>the</em> <em>Independent</em> <em>Sample</em> <em>T-Test</em> or <em>Man-Whitney</em> <em>U</em> <em>Test</em> after the normality and homogeneity test, as well as the <em>calculation</em> <em>of</em> <em>N-Gain</em> to see improvement. Activeness data was analyzed descriptively as a percentage. The results of the study show that the Two Stay Two Stray learning model is significantly able to increase student activity and learning outcomes in Water Chemistry materials compared to conventional learning methods. The <em>N</em><em>-</em><em>gain</em> <em>Score</em> value in the table in the experimental class was in the high category, which was 0.74, was in the high category, which was 0.30 &gt; <em>N-gain</em> <em>&gt;</em> 0.70, while in the control class, the value of 0.68 was in the 0.30 ≤ <em>N-gain</em> ≤ 0.70 was in the medium category. The increase in activeness can be seen from the active participation of students in group discussions and information sharing, which is positively correlated with increased understanding of concepts.</p> <p> </p> <p>Keywords : <em>Two</em> <em>Stay</em> <em>Two</em> <em>Stray</em> (TSTS), Water Chemistry, Student Activity, Learning Outcomes</p> Arsela Eko Listiono Susanti Susanti Silvia Syeptiani Annisa Puji Astuti Copyright (c) 2025 Arsela Eko Listiono, Susanti Susanti, Silvia Syeptiani, Annisa Puji Astuti https://creativecommons.org/licenses/by-sa/4.0 2025-07-31 2025-07-31 5 2 165 171 10.33369/diksains.5.2.165-171