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The research will be conducted in the form of R&D, using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Analysis phase, in the form of needs analysis especially regarding the types of activities, kinds of lecture material, challenges/expectations encountered so far. The design stages include the preparation of hypothetical models and device prototypes. The development phase is used to compile and validate learning models and the teaching and learning sets. The implementation phase is in the form of implementing models and learning tools in real teaching in the Ecology course. While the evaluation phase is used to conduct evaluations and reflections on the effectiveness and efficiency of the development and application of learning models and tools, in order to foster some of the abilities of these students. Data validity of the model and the quality of teaching and learning sets will be analyzed using descriptive statistical analysis. Practicality data of applying the model in learning is also analyzed using descriptive statistics. While data on the effectiveness of the application of learning models in growing these abilities on undergraduate biology education students will be analyzed inferentially using the manova test after the requirements for the test were fulfilled. The effectiveness of applying the model in two countries will be analyzed using univariate different tests. The results of the development of teaching kits produced 5 components of teaching kits, namely syllabus, lesson plan, student's worksheet, LMS-BeSmart, and Instrument of Assessment. The validation process, which has involved several validators (reviewers) and proofreaders, has produced teaching kits that are feasible to apply in the class. The implementation of Two Levels Inquiry-Based Blended Learning Model in real class shows high feasibility. Students and lecturers can carry out learning activities according to the design in the teaching kits. Student participation and involvement in learning activities is very good. The impact of the application of this learning model on student competence tends to be very good. [ABSTRACT FROM AUTHOR]

Briquette is one of the renewable energy fuels derived from the dry leaves of Tectona grandis. This study used dry Tectona grandis obtained directly from leaves that have fallen and become waste. Tectona grandis leaves have an average moisture content of 7.8% (according to ASTM E1871-82). The samples were ground to obtain particles with an average size of 2.5 mm. The design of the carbonizing device and the briquette press was developed by the researcher. The results of this study found that the briquette formulation affected the time and the amount of heat produced. Tectona grandis leaf briquettes can be used as an alternative fuel source that is environmentally friendly because it has high efficiency and produces a large amount of heat. [ABSTRACT FROM AUTHOR]

This study aims to modify the online learning self-efficacy scale (OLSES) developed by Zimmerman and Kulikowich (2016) and apply it to see the self-efficacy profile of students of the Department of Biology Education, Yogyakarta State University in online learning during the Covid-19 pandemic. This research approach is quantitative with a survey method conducted by giving OLSES questionnaires to 84 students from the Department of Biology Education. The OLSES instrument consists of 19 valid questions (Pearson Product Moment value of all items >.215; p <.05) and reliable (Cronbach's Alpha value.902) to be used as a self-efficacy scale in online learning. The results showed that 1 item had a median value of 3, item about the use of online libraries, but the other median items were 4 and 5, that is indicating a high self-efficacy profile of students majoring in biology education. Inferential analysis shows that students' self-efficacy online learning during the Covid-19 pandemic is not influenced by gender (p-value is.989), grade level (p-value is.756), and student study programs (p-value is.725). This study aims to modify the online learning self-efficacy scale (OLSES) developed by Zimmerman and Kulikowich (2016) and apply it to see the self-efficacy profile of students of the Department of Biology Education, Yogyakarta State University in online learning during the Covid-19 pandemic. This research approach was quantitative with a survey method conducted by giving OLSES questionnaires to 84 students from the Department of Biology Education. The OLSES instrument consists of 19 questions that were valid (Pearson Product Moment value of all items >.215; p <. 05) and reliable (Cronbach's Alpha value.902) to be used as a self-efficacy scale in online learning. The results showed that 1 item had a median value of 3, this item was about the use of online libraries, but the other median items had a value of 4 and 5, that was indicating a high profile of self-efficacy in online learning. Inferential analysis showed that students' self-efficacy online learning during the Covid-19 pandemic is not influenced by gender (p-value is.989), grade level (p-value is.756), and student study programs (p-value is.725). [ABSTRACT FROM AUTHOR]

The application of one of the roles of ICT into learning, namely deep source usage, is thought to be able to strengthen the effectiveness of the use of the inquiry model in increasing student self-directed learning skills, which is in line with current global demands. This study aims to determine the effectiveness of an inquiry-based learning model integrated with deep source usage on students' critical, creative thinking and self-directed learning skills. This research was designed using one-group pretest-postest design. The population of this study were students of the Department of Biology Education, Faculty Mathematics and Natural Sciences, Universitas Negeri Yogyakarta who took Environmental Science courses. The results show that there is a difference between pre-test and post-test on students' critical thinking (sig. 0.000) and on students' creative thinking (sig.0.000). However, there is no difference between pre-test and post-test on students self-directed learning skills (sig. 0.101). Based on these results, it can be concluded that free-inquiry-based learning integrated with deep source usage is effectively used in biology learning in environmental science materials to improve students' critical thinking skills, creative thinking skills, and self-directed learning skills. [ABSTRACT FROM AUTHOR]