Advanced Journal of STEM Education, Vol. 3 No. 1 (2025) https://doi.org/10.31098/ajosed.v3i1.2770
Research Paper

Student Responses to Personal Digital Inquiry (PDI) Learning
Integrated with Citizen Science Project (CSP) on Biodiversity Materials
in a Senior High School
Mahmudah Nur Cahyaningrum1 , Topik Hidayat*1 , Kusnadi1
1 Universitas Pendidikan Indonesia, Indonesia

Received : November 07, 2024

Revised : Februrary 19, 2025

Accepted : February 20, 2025

Online : May 31, 2025

Abstract
The research was motivated by the fact that biodiversity is declining; therefore, the involvement of all parties,
including students, is needed to help save biodiversity. One way to do this is to implement meaningful learning by
utilizing the closeness of students and gadgets through the application of personal digital inquiry-integrated
citizen science projects in the classroom, which involve experts in carrying out biodiversity conservation projects
in the form of a "digital herbarium" uploaded on Instagram. Students’ responses are important as a reference to
the extent to which PDI learning integrated with CSP has succeeded. This study aims to analyze students’
responses to Personal Digital Inquiry (PDI) learning integrated with the Citizen Science Project (CSP) on
biodiversity material in grade X high school students. This research is a descriptive study using a survey method.
Questionnaires were used to collect research data. A total of 42 respondents participated in this study. The
questionnaire contains statements about the implementation of learning using six indicators, which were
compiled into 34 statements using a Likert scale. The results show a score of 79.73, which is considered good.
Students feel enthusiastic and happy to participate in learning, get new experiences interacting with scientists
and the surrounding community, increase closeness with teachers and colleagues, and increase awareness to
maintain biodiversity by utilizing social media.
Keywords: B i o d i v e r s i t y , Citizen Science Project, Personal digital inquiry, Student Responses.

INTRODUCTION
Human survival is highly dependent on biodiversity. Biodiversity is used to fulfill daily needs
(Vijeta et al., 2021). Biodiversity has many roles, including providing the needs of other living
things, balancing the environment, protecting the environment, and maintaining the sustainability
of the ecosystem; even if well managed, biodiversity can improve the regional economy (Suwarso
et al., 2019). Biodiversity is also useful in the fields of industry, pharmaceuticals, economics, and
even science (Siboro, 2019). Finally, biodiversity is crucial to the existence, growth, and presence
of biological species in nature, which are essential parts of a better and healthier ecosystem. It also
contributes to the preservation of natural resources (DK, 2014).
Indonesia is known as a mega-biodiversity country because of its high level of biodiversity
(Kusmana & Hikmat, 2015); behind this fact, it has been revealed that in Indonesia there is also a
high decline in biodiversity (Setiawan, 2022) and a hot spot for animal extinction (Kusmana &
Hikmat, 2015). The extinction of biodiversity causes us to do something to protect biodiversity. The
results of research on the issue of moving the capital of Indonesia to Borneo about its impact on
wildlife show that there is a potential for the extinction of clay animals, especially mammals
(Spencer et al., 2023). The threat of land use change can trigger extensive forest fragmentation.
Agricultural expansion and infrastructure development lead to changes in forest conditions and
biodiversity, resulting in diverse impacts such as habitat destruction, animal behavior changes, and
Copyright Holder:
This Article is Licensed Under:
© Mahmudah, Topik & Kusnadi. (2025)
Corresponding author’s email: topikhidayat@upi.edu Corresponding author’s email:

Adv. J. STEM. Ed

human-wildlife conflict (Gunawan et al., 2024).
The extinction of biodiversity causes us to do something to protect biodiversity. Biodiversity
education is a breakthrough that can be maintained (Schneiderhan-Opel & Bogner, 2020). The way
to implement it is by including biodiversity content in the high school curriculum (Pratiwi et al.,
2019) and improving biology learning to make it more meaningful (Corebima, 2016) through the
application of learning that invites students to play an active role by utilizing their gadgets and
social media. This is done to increase the effectiveness of gadget use because student achievement
is considered a construction of gadget use behavior and social media use (Shetu et al., 2024). A
survey conducted with senior high school students in Depok City revealed that they were
accustomed to using social media, especially Instagram. The results of other studies show the
potential for using Instagram in learning biology (S & Yogica, 2024).
Using social media is an innovation offered in digital-assisted inquiry learning called
Personal Digital Inquiry (PDI). Considering inquiry as the basis of biology (Lee, 2012), the
application of PDI to teaching biodiversity in high schools is appropriate. PDI helps students
thoroughly integrate scientific inquiry and digital tools to obtain deeper results and a more
thorough understanding (Coiro et al., 2017). The investigation will become more meaningful when
authentic scientific research is introduced into the classroom (Aristeidou et al., 2023) by
integrating citizen science. Citizen science (CS) refers to public participation in research, a
collaboration between scientists and non-scientists in data collection, sharing, and analysis of data
that benefits science and society (Jennett et al., 2016; Jordan et al., 2012; Vohland et al., 2021). In
the implementation, students will be given a project called the Citizen Science Project (CSP) (Aripin,
2022). There is a need for technology involvement in citizen science (Vohland et al., 2021), so
integrating it with PDI by maximizing social media is an innovation offered. In the final stage of PDI
integration with CSP (Bonney, Cooper, et al., 2009; Hidayat, 2023), the step of publishing the results
is completed. At this point, Instagram is the social media choice to introduce student project results
to the public. The project results, in the form of a “digital herbarium," are a complete description of
plant identity, ranging from photos, scientific names, classifications, benefits, and extinction status
in the form of an infographic. The choice of infographic to inform students’ project results has
several reasons, including the fact that students get a good effect in learning writing after learning
with an infographic (Putra et al., 2022). Infographics also trigger students to develop digital, visual,
and information literacy, critical thinking, creativity, communication, and collaboration skills; thus,
they are considered suitable educational tools to be applied in higher education (Jaleniauskiene,
2023).
It is expected that with PDI learning integrated with CSP, students will become more aware
of biodiversity so that they can take a role in biodiversity conservation. Therefore, students’
responses after this learning are important to be a reference to the extent to which PDI learning
integrated with CSP has succeeded in making students have a concern for biodiversity as one of the
steps in conserving biodiversity. Therefore, this research is intended to analyze student responses
to Personal Digital Inquiry (PDI) learning integrated with Citizen Science Project (CSP) on
biodiversity material in grade X high school students, with the following research question: How do
students respond to learning biodiversity through the Personal Digital Inquiry integrated Citizen
Science Project?
LITERATURE REVIEW
In every learning process, feedback is needed so that teachers can evaluate the learning
process that has been conducted, while for students, it serves as a source of verification for
continuous self-development. This student's response is a reaction that students perform in
response to the influence of stimuli or situations that have been conducted (Maharani & Widhiasih,
14

Adv. J. STEM. Ed

2016). Response can also be described as an impression or reaction obtained after observing the
activities of sensing, assessing, and forming an attitude toward the object. Responses can be
positive or negative attitudes (Hidayati & Nur M, 2013). The purpose of feedback is to improve the
learning process because effective feedback must show its effect (Dawson et al., 2019). During the
learning process, teachers can observe students’ responses to learning, and students can respond
and experience the learning process (Aisyah et al., 2016). This student's response will be low if the
student is less interested, which can be determined through questionnaires (Lijina et al., 2020).
Previous research related to student responses to inquiry learning gave a very strong
response (Suniah & Rizqiyah, 2018) and was very positive (Hairina et al., 2021). Students assess
and respond very interestingly to learning media that utilize technology (Dewi et al., 2022) and
give a good response to learning that uses infographics on biodiversity material (Fauziyah et al.,
2021). The use of the plantlet application in learning also gave a good response (Rifa’i et al., 2020).
The use of Instagram in learning also gave a positive response, namely, strongly agreeing to involve
Instagram in learning as media (Laksono et al., 2019). The findings of the research on citizens’
perceptions of the citizen science concept show that citizen science and scientific research are not
widely known and popular, but most respondents have an interest in citizen science (Aripin &
Hidayat, 2020). An analysis of the application of the Citizen Science Project shows that most
students enjoyed the learning experience with CSP and stated that the activities conducted were
interesting, fun, and accessible (Straub, 2020). Based on some previous studies, no study has
specifically stated students’ responses to PDI learning integrated with CSP on biodiversity material
in senior high school, so this study tries to explore the information and analyze it into new findings.
Data on the responses to PDI learning integrated with CSP were collected after biodiversity
learning was completed. CSP integration with PDI was carried out as a breakthrough that would
make inquiry learning more meaningful in schools. Inquiry can be seen as a constructivist strategy
that builds one’s knowledge (Widodo, 2021). Along with technological advances, this field has
become a study of practitioners so that innovations are made in the implementation of inquiry
involving the use of gadgets and digital technology. PDI can assist students in thoroughly
integrating scientific inquiry and digital tools to obtain deeper results and a more thorough
understanding (Coiro et al., 2017). This leads to the need for new strategy skills in literacy (Braasch
et al., 2018). The use of technology in learning must be mastered by teachers to create learning
strategies that can improve learning outcomes (Castillo et al., 2024). Many studies have used
information technology in learning, but few have applied it to biology learning. Inquiry-based
learning through technology can improve concept understanding, problem solving, and students’
interest in learning biology (Jiang & Yu, 2022). Learning biology using PDI can improve science and
information literacy (Sholihah et al., 2023; Tyansha et al., 2022). The involvement of technology
and gadgets in learning in Indonesia started a long time ago, but the most significant has been since
the COVID-19 pandemic. In addition to Indonesia, the use of technology during COVID-19 also
occurred in the Philippines, which highlighted technical issues and classroom management
(Nolasco et al., 2024). Personal Digital Inquiry designs experiences that encourage collaborative
discussion and reflection; in turn, these experiences lead to knowledge building, knowledge
expression, and personal action (Coiro et al., 2020). Personal Digital Inquiry is implemented with
several stages: (1) wonder and discover, (2) collaborate and discuss, (3) participate and take action,
(4) analyze and reflect (Coiro et al., 2017). These practices integrate classic and contemporary
principles of inquiry-based learning (Coiro et al., 2016).
Whereas citizen science (CS) involves public participation in organized research efforts,
hundreds of thousands worldwide participate in the scientific process (Bonney & Dickinson, 2012).
Another definition of citizen science (CS) is research that involves collaboration between the
community and the public, and scientists to conduct scientific research to develop new knowledge
15

Adv. J. STEM. Ed

or solve problems in everyday life. The scope of citizen science includes biodiversity and
conservation, ecology and environment, astronomy and astrophysics, biomedicine, water and soil
research, animal observation, air and weather monitoring, history and culture, toxicology, plant
science, agriculture, climate change, parasitology, radiology, nuclear and nuclear for medical,
forestry, marine and freshwater biology, anatomy and morphology, and others (Aripin & Hidayat,
2023). CSP is a project applied in citizen science learning (Aripin, 2022) that can open
opportunities to socialize research among students (Cerrato, 2022). In Indonesia, CSP has also been
initiated, especially in biology education related to several materials in biology (Damayanti et al.,
2021; Susbiyanto et al., 2024). Teachers have an important role in implementing CSP in schools,
starting from adapting the project to the curriculum and exploring the environment that allows
students to play a role as contributors, as well as maintaining student motivation in project
involvement (Roche et al., 2020). This is supported by research findings that indicate that in science
learning, the availability of laboratories affects teacher improvisation in developing learning
materials (Anane & Lomotey, 2023). The CSP implementation steps are developed from the basic
framework of inquiry, starting from formulating problems, collecting information, designing the
process of data collection analysis, interpreting data to obtain conclusions, and publishing results
(Bonney et al., 2009). The CSP implementation procedure is as follows: (1) FGD with experts, (2)
mini-projects, (3) presentations attended by experts, (4) making reports, (5) publication of results
in any form (Hidayat, 2023).
The application of PDI involving CSP is at the stage of data collection and observations.
Instead of engaging in higher inquiry activities. This is done to improve content knowledge,
scientific process, independence, and, most importantly, student engagement in learning
(Aristeidou et al., 2023). CSP activities can provide opportunities for students to be active in
learning and improve the quality of inquiry-based learning (Mitchell et al., 2017). The
implementation of PDI integrated CSP in learning with the following steps; (1) wonder & discover:
(a) Formation of student groups, (b) search, determine problems and topics to be discussed; (2)
collaborate & discuss: FGDs with experts, discussions in groups on the topics discussed; (3)
participate & take action: conduct mini projects involving student groups by maximizing
technology and applications; (4) analyze & reflect: analysis of project results and project
presentations attended by experts, making reports, publishing results through social media (Coiro
et al., 2017; Hidayat, 2023).
The application of CSP in biology learning can be demonstrated in several high school biology
materials in phases E and F. One of the materials suitable for CSP applications is biodiversity
material (Aripin & Hidayat, 2023). Learning biology material on biodiversity as much as possible
can be meaningful so that it can explore process skills, analysis, and communication. It is hoped
that the learning process can form the scientific attitudes and profiles of students who are Pancasila
(Badan Standar Kurikulum dan Asesmen Pendidikan, 2022) because the Citizen Science Project
(CSP) can affect students’ knowledge and behavior (Peter et al., 2021). Understanding and caring
for biodiversity must be a special concern in learning because it can shape the character of students
who love the environment so that they support conservation efforts (Leksono et al., 2015). Various
reasons have been put forward as to why we should conserve biodiversity; moral arguments and
arguments about the intrinsic and ecological value of biodiversity are potential starting points
(Berry et al., 2018). In addition to the benefits of biodiversity in various aspects of human life
(Siboro, 2019; Suwarso et al., 2019) and the current condition of biodiversity is currently
experiencing a decline (Siboro, 2019; Sing & Sharma, 2017). The conservation of biodiversity is
essential for humans to maintain life in various ways (Niesenbaum, 2019). Thus, it is expected that
learning activities that apply CSP-integrated PDI can be an alternative to biodiversity conservation
efforts through education. Based on this description, the student responses obtained from this
16

Adv. J. STEM. Ed

study are important.

Figure 1. Theoretical framework
RESEARCH METHOD
This research is a descriptive study with a survey method that aims to analyze student
responses to learning conducted at one of the high schools in Depok during the 2023/2024 school
year. The sample was selected by cluster random sampling; thus, a class of 42 students was
obtained. The student response is one of the data from the research on the application of PDI
learning integrated with CSP on biodiversity material in class X senior high school in the
experimental class. CSP-integrated PDI learning was conducted for four meetings. During the
learning process, students work on the task of making a “digital herbarium” by identifying the
plants around them and then analyzing them into an infographic that is easy to understand. The
results are then uploaded to Instagram and social media. During the learning process, students are
accompanied by teachers and biodiversity experts. The learning implementation was also
accompanied by a senior biology teacher. The senior biology teacher has a role in observing the
learning process of CSP-integrated PDI to ensure that the learning process takes place according to
the learning scenario prepared. In collecting data, students are assisted by residents who
contribute by sending photos of plants into a Google Drive database. After the learning was
completed, the students were given a questionnaire containing 34 statements derived from six
indicators (table 1) that had been determined previously. The questionnaire consisted of positive
and negative statements on a Likert scale of 1–5. The questionnaire scoring categories are
presented in Table 2. The Likert scale questionnaire was previously tested for expert validity
(expert judgment) by expert lecturers. Students filled out a Google Form. Data analysis was carried
out by tabulating by giving an assessment according to table 2.

No
1
2
3
4

Table 1. Details of student response questionnaire indicators
Indicators
Item no
Student opinions on PDI learning integrated with CSP
1, 2, 3, 4, and 5
Students’ ease of understanding biodiversity material 6, 7, 8, 9
through PDI learning integrated with CSP
Student interest in experiential learning
10, 11, 12, 13, 14, 15
Students’ enthusiasm for PDI learning integrated with 16, 17, 18, 19, 21
CSP

17

Amount
5
4
6
6

Adv. J. STEM. Ed

No
5

Indicators
Students’ collaboration with friends and teachers after
integrating PDI learning with CSP
6
Students’ concern for biodiversity after learning
(Coiro et al., 2017; Hidayat, 2023; Lubos, 2023; Straub, 2020)

Item no
22, 23, 24, 25, 26, 27,
28
29, 30, 31, 32, 33, 34

Amount
7
6

Table 2. Scoring Categories of Student Response Questionnaires
Category
positive score
negative score
Strongly agree
5
1
Agree
4
2
Doubtful
3
3
Disagree
2
4
Strongly disagree
1
5
(Alfalah et al., 2023; Andin et al., 2023; Sumartini et al., 2020)
Based on these criteria, tabulations are then made using Excel (Microsoft Office LTSC Professional
Plus 2021 Version 2206) to analyze the scores of each indicator for interpretation.
1) Determine the ideal maximum score by
Ideal maximum score = number of component items X maximum scores per item.
2) The score is obtained by summing the scores of each criterion.
3) The percentage of validity
Scor obtained

Score (N) = Skor maximal x 100%
4)

The obtained percentage results are then converted to the following table:

Table 3. Student response questionnaire score interpretation criteria
No
Score
Interpretation
1
80% ≤ N ≤ 100 %
Excellent
2
60% ≤ N < 79,99 %
Good
3
40% ≤ N < 59,99%
Enough
4
20% ≤ N < 39,99%
Bad
5
0% ≤ N ≤ 19,99%
Atrocious
(Alfalah et al., 2023; Andin et al., 2023; Sumartini et al., 2020)
The questionnaire results were tabulated using Excel by entering the score of each item
according to the item number and indicator, and then summing it up. Then, the maximum score for
each indicator is added. The percentage was calculated by dividing the score of each indicator by
the maximum score of each indicator and then multiplying by 100. The results of the analysis are
presented in a table so that interpretation can be made according to Table 3, and then analyzed for
each indicator by linking it to previous studies to strengthen the findings.

18

Adv. J. STEM. Ed

Figure 2. Analysis flow chart.
FINDINGS AND DISCUSSION
Students' responses to Personal Digital Inquiry (PDI) learning integrated with Citizen
Science Project (CSP) on biodiversity material in class X senior high school students were obtained
by distributing questionnaires to 42 students who took part in learning for 4 meetings. The
biodiversity material is given to students by applying PDI learning integrated with CSP, which
begins with giving a pretest, then group discussions to analyze problems and determine topics,
FGDs with experts, formulation of CSP projects that require citizen involvement (students
themselves, fellow friends, family, relatives, neighbors and residents), analysis of results,
presentations, publication through social media Instagram, and ending with a posttest. The entire
learning process is assisted by gadgets and applications related to biodiversity materials such as
Canva, Plantnet, Google Classroom, Google Meet, Google Drive, and Google Docs. Students also use
social media such as WhatsApp to collaborate, YouTube, and scientific journals as learning
resources. During the learning process, students are in groups and collaborate. The project they are
working on is the identification of plants around the school and where they live. During the learning
process, students are accompanied by biology teachers and professors who are experts in
biodiversity. The questionnaire was completed after the posttest, which was the last meeting. The
questionnaire results were tabulated using Excel. The tabulation results can be seen in the following
table:
Table 4. Table 2: Tabulation of student response questionnaire results
No
Indicator
Percentage
Category
st
1
1 Indicator
88.76
Excellent
nd
2
2 Indicator
80.83
Excellent
3
3rd Indicator
76.51
Good
th
4
4 Indicator
75.71
Good
5
5th Indicator
78.10
Good
th
6
6 Indicator
80.63
Excellent
Average
79.73
Good
Based on Table 4, the percentage of student responses in each indicator and overall is shown.
Overall, student responses are in the good category, with a value of 79.73%. This result was
obtained by averaging the percentage values of each indicator. The highest value is found for
indicator 1, which is 88.76%, which is a superb category. Indicator 1 examines students’ opinions
on PDI learning integrated with CSP regarding biodiversity material. Students responded very well
to this indicator. A total of 5 questions given on this indicator were adjusted to the peculiarities of
19

Adv. J. STEM. Ed

the implementation of PDI learning integrated with CSP, namely, the involvement of gadgets and
experts in the implementation of projects and the learning process. PDI is inquiry-based learning
involving scientific investigation and gadgets to support each stage of its implementation to obtain
in-depth results and a comprehensive understanding (Coiro et al., 2017). The integration of PDI
with CSP is carried out to gain a more meaningful inquiry experience because the inquiry carried
out at school is still a practice inquiry (Widodo, 2021). By integrating CSP with PDI, students can
gain meaningful experience from expert involvement so that there is collaboration between
scientists and non-scientists to construct knowledge (Jennett et al., 2016; Jordan et al., 2012;
Vohland et al., 2021). The integration of PDI learning with CSP means that students gain research
experience by bringing authentic research into the classroom and socializing research in the
classroom (Aristeidou et al., 2023; Cerrato, 2022). The results of indicator 1, which show a very
good category, indicate that students feel that PDI learning integrated with CSP is organized as it
should be and that students get research experience involving technology as tools and collaboration
with experts.
The second indicator has an average of 80.83%, which is in the excellent category. The second
indicator is about student responses regarding the ease with which they understand biodiversity
material through PDI learning integrated with CSP. The indicator examines how well students
understand the material of diversity and apply it in everyday life. The results revealed that students
easily understood the material and were eager to apply their knowledge in everyday life. The
learning process is packaged interestingly by encouraging students to conduct meaningful
investigations of the surrounding environment using the Plantnet application. Students gain real
experience when learning biodiversity material. Sharing and discussions with experts in the FGD
session added to students’ insights into biodiversity, from the basics to the motivation to take care
of biodiversity after being faced with the facts of biodiversity conditions. This shows that the
application of PDI learning integrated with CSP can provide additional content knowledge, scientific
process independence, and, most importantly, student engagement in learning so that inquirybased learning becomes of higher (Aristeidou et al., 2023; Mitchell et al., 2017). Learning with CSP
can increase student interest and motivation, as well as mastery of biodiversity material, especially
positive attitudes toward wild animals, natural gardens, and biodiversity (Kelemen-Finan et al.,
2018).
The third indicator examines students’ interest in learning based on real experiences, with a
percentage of 76.51%, including those in the good category. The statement items in this indicator
examine students’ interest in learning outside the classroom and gaining new experiences with
biodiversity experts. This category did not receive a superb predicate because there were statement
items about group work with friends and the ability to interact with residents. Students are not
used to it, but they do get interesting experiences during learning. This opinion is per the condition
that, so far, students have not been accustomed to learning that involves citizens supporting the
process of knowledge construction; biology learning at school is still not meaningful (Corebima,
2016). A breakthrough in biology learning by bringing authentic research into the classroom, such
as PDI learning integrated with CSP, provides a new color in the classroom learning process because
it can socialize actual research with students by involving the role of experts and the community
(Aristeidou et al., 2023; Cerrato, 2022; Jordan et al., 2012). This statement is supported by the
results of the study, which showed attitudes and behaviors supporting biodiversity conservation
are in the good category after participating in nature lovers’ activities and other activities that
involve students in citizen science activities on a local scale (Aripin et al., 2021).
Students are enthusiastic about learning with CSP-integrated PDI, as evidenced by the
percentage in indicator 4, which is 75.71%, with a good predicate. This is because students are
happy to receive new challenges in designing and working on projects. Early statements were
20

Adv. J. STEM. Ed

supported by the results of random interviews with several students while the teacher was
accompanying the project. Students gain new experience using the Plantnet application to
recognize and identify plants around them. Students are required to know the names of plants
found around them. This statement is supported by the results of research that found that the use
of Plantnet in biology learning for plant identification can improve student learning completeness
(Muchsin et al., 2021). Teachers and students respond well to the use of Plantnet to help identify
plants (Muchsin et al., 2021; Rifa’i et al., 2020). In addition, indicator 4 examines how students
respond to the use of other applications when creating infographics and then uploading them to
social media. Students are enthusiastic about this process considering that Gen Z students are close
to technology (Adityara & Rakhman, 2019) and social media (Shetu et al., 2024), so the selection of
Instagram social media to help students in learning is the right thing, which is supported by the
results of research that Instagram social media has the potential to be used in biology learning (S &
Yogica, 2024).
The 5th indicator highlights student collaboration with fellow students, teachers, and other
parties involved in learning. The results show a good category, with a percentage of 78.10%. This
indicates that PDI learning integrated with CSP can provide a positive response to collaboration
skills. This is by the principle that collaboration between students and teachers is necessary in
completing CSP projects (Gusnita et al., 2019), because in the implementation of learning, students
are trained to collaborate so that they become accustomed to it. Inquiry that requires students to
conduct scientific investigations also strongly supports a good response to student collaboration
because it involves working with groups (Putri et al., 2018; Sarifah & Nurita, 2023; Yousif & Asan,
2006). The implementation of PDI learning integrated with CSP has a positive response to student
collaboration.
Student responses to biodiversity awareness are highlighted in the 6th indicator. The results
of the analysis show a percentage of 80.63% in the excellent category. This result shows that
students feel more love and concern for biodiversity after learning with CSP-integrated PDI, which
is supported by the results of other studies that state that CSP can improve students’ inquiry skills
and concern for biodiversity (Aripin et al., 2023). By the statement that biodiversity learning is part
of sustainable education that contributes to caring for biodiversity (Schneiderhan-Opel & Bogner,
2019), PDI learning integrated with CSP is intended as a breakthrough in the application of biology
learning in schools for the sake of biodiversity sustainability. Evidenced by the very good category
in this indicator, meaning that students have begun to have an awareness of caring for biodiversity
by utilizing their social media to publish the results of the project, which is the final part of the PDI
learning integrated with CSP stage (Bonney, Cooper, et al., 2009; Hidayat, 2023), as well as evidence
that students will be able to appreciate biodiversity and have specific skills to contribute to its
conservation (Schneiderhan-Opel & Bogner, 2020).
The findings of this study can answer the research question of how students respond to
learning, as indicated by the results of student responses in the good category, supported by
previous research on learning with CSP, which makes students enjoy learning; the activities carried
out are interesting and fun so that learning is felt to provide benefits (Straub, 2020). Some previous
research results supporting the results of each indicator demonstrate that CSP-integrated PDI
learning benefits students. Projects undertaken during learning can impact students’ knowledge
and behavior (Peter et al., 2021). PDI learning integrated with CSP allows students to gain in-depth
results and a thorough understanding (Coiro et al., 2017) related to biodiversity. The use of
technology in classroom learning can have positive outcomes on pedagogy and classroom practice
(Mercer et al., 2019). The research findings can provide direction for the implementation of
biodiversity learning in the classroom because biodiversity learning can contribute to maintaining
biodiversity (Schneiderhan-Opel & Bogner, 2019).
21

Adv. J. STEM. Ed

CONCLUSIONS
The results show a score of 79.73%, which is considered good. Students feel enthusiastic and
happy to participate in learning, get new experiences interacting with scientists and the
surrounding community, have closeness with teachers and colleagues who show positive
collaboration, and increase their concern for maintaining biodiversity by utilizing the social media
they have. This research implies that the application of Personal Digital Inquiry (PDI) integrated
with Citizen Science Project (CSP) can provide a new color to the application of inquiry in schools
that makes students feel enthusiastic in learning to provide information and an overview of the
significance of meaningful learning about biodiversity. Personal Digital Inquiry (PDI) learning
integrated with the Citizen Science Project (CSP) can be an alternative to learning the biology of
biodiversity material for educators and can also provide a reference for conducting similar research
to provide benefits for biodiversity conservation.

LIMITATION OF RESEARCH
The research still involves a small scope, namely, only one class of 42 students in one school;
it is necessary to conduct research involving more respondents from several schools. In addition,
the research time of only 4 meetings is considered insufficient to work on the project to the fullest,
in the sense that the process of data collection and collaboration with contributing citizens needs
to be added to obtain more plant data, strengthen students’ habituation to interact with citizens,
and make more citizens contribute to the project.
These suggestions were developed based on the results of this research: several
observers are needed to observe the implementation of the CSP integrated PDI learning process,
preferably more than one observer; it would be better if one group is one observer to ensure the
learning process is in accordance with the scenario that has been prepared so that the resulting
learning response can be better. Similar research on student responses can be conducted using
different materials with the same learning method.
REFERENCES
Adityara, S., & Rakhman, R. T. (2019). Karakteristik Generasi Z dalam perkembangan diri anak melalui
visual. Seminar Nasional Seni dan Desain 2019, Surabaya, Indonesia, September 2019, 401–406.
Aisyah, Panjaitan, R. G. P., & Marlina, R. (2016). Respon siswa terhadap media e-comic bilingual sub
materi bagian-bagian darah. Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 5(3), 1–10.
https://www.neliti.com/publications/217195/
Alfalah, A., Sauri, S., & Al Farisi, M. Z. (2023). Penggunaan WhatsApp Group sebagai media pembelajaran
Khat Kufi Murabba’ Foks Indonesia. Nady Al-Adab: Jurnal Bahasa Arab, 20(1), 15–32.
http://journal.unhas.ac.id/index.php/naa/article/view/24943
Anane, N. M., & Lomotey, V. A. (2023). Perceptions of the impact of availability and utilisation of
laboratory facilities on science teacher-trainees’ knowledge and attitudes toward improvisation in
science.
Advanced
Journal
of
STEM
Education
(AJOSED),
1(1).
https://doi.org/10.31098/ajosed.v1i1.1568
Andin, F. S., Sa’adah, S., & Yusup, I. R. (2023). Analisis respon siswa terhadap model pembelajaran level.
Gunung
Djati
Conference
Series,
30(4),
132–141.
http://www.conferences.uinsgd.ac.id/index.php/gdcs/article/view/1846
Aripin, I. (2022). Pengembangan program perkuliahan biologi konservasi berbasis citizen science
project untuk meningkatkan literasi biodiversitas dan keterampilan meneliti mahasiswa calon
guru biologi: Disertasi [Universitas Pendidikan Indonesia]. http://repository.upi.edu/77249/
Aripin, I., & Hidayat, T. (2020). Public perception in Majalengka (Indonesia) toward citizen science
concept. Journal of Physics: Conference Series, 1521(4), 042095. https://doi.org/10.1088/17426596/1521/4/042095

22

Adv. J. STEM. Ed

Aripin, I., & Hidayat, T. (2023). Citizen science: Teori praktik dalam pembelajaran biologi. UPI Press.
Aripin, I., Hidayat, T., & Riandi, R. (2023). Kontribusi citizen science project terhadap capaian
pembelajaran
sains:
Sistematik
literatur
review.
Edusains,
13(2),
29003.
https://doi.org/10.15408/es.v13i2.29003
Aripin, I., Hidayat, T., Rustaman, N., & Riandi, R. (2021). Knowledge, attitudes, and behavior of
prospective biology teachers towards biodiversity conservation in Indonesia. European Online
Journal of Natural and Social Sciences, 10(3), 456–462. http://www.european-science.com
Aristeidou, M., Lorke, J., & Ismail, N. (2023). Citizen science: Schoolteachers’ motivation, experiences,
and recommendations. International Journal of Science and Mathematics Education, 21(7), 2067–
2093. https://doi.org/10.1007/s10763-022-10340-z
Badan Standar Kurikulum dan Asesmen Pendidikan. (2022). Capaian pembelajaran biologi fase E - fase
F untuk SMA/MA/program paket C. Kementerian Pendidikan dan Kebudayaan.
Berry, P. M., Fabók, V., Blicharska, M., Bredin, Y. K., Llorente, M. G., Kovács, E., Geamana, N., Stanciu, A.,
Termansen, M., Jääskeläinen, T., Haslett, J. R., & Harrison, P. A. (2018). Why conserve biodiversity?
A multi-national exploration of stakeholders’ views on the arguments for biodiversity
conservation.
Biodiversity
and
Conservation,
27(7),
1741–1762.
https://doi.org/10.1007/s10531-016-1173-z
Bonney, R., Ballard, H., Jordan, R., Callie, E. M., Phillips, T., Shirk, J., & Wilderman, C. (2009). Public
participation in scientific research: Defining the field and assessing its potential for informal
science education (Issue July). Center for Advancement of Informal Science Education.
https://www.informalscience.org/sites/default/files/PPISRreportFINAL.pdf
Bonney, R., Cooper, C., Dickinson, J., Kelling, S., Phillips, T., Rosenberg, K. V., & Shirk, J. (2009). Citizen
science: A developing tool for expanding science knowledge and scientific literacy. BioScience,
59(11), 977–984. https://doi.org/10.1525/bio.2009.59.11.9
Bonney, R., & Dickinson, J. L. (2012). Citizen science: Public participation in environmental research.
Comstock Publishing Associates.
Braasch, J. L. G., Bråten, I., & McCrudden, M. T. (2018). Handbook of multiple source use. Routledge.
https://doi.org/10.4324/9781315627496
Castillo, A. D., Manaig, K. A., & Yazon, A. D. (2024). Assessing technological pedagogical content
knowledge (TPACK) and teaching effectiveness of senior high school teachers: An input for teacher
development
plan.
Education
Policy
and
Development,
2(2).
https://doi.org/10.31098/epd.v2i2.2511
Cerrato, S. (2022, January 24). Citizen science: A powerful way to new learning experiences. EuCitizen.Science. https://eu-citizen.science/blog/2022/01/24/citizen-science-powerful-way-newlearning-experiences/
Coiro, J., Castek, J., & Quinn, D. J. (2016). Personal inquiry and online research: Connecting learners in
ways that matter. The Reading Teacher, 69(5), 483–492. https://doi.org/10.1002/trtr.1450
Coiro, J., Dobler, E., & Pelekis, K. (2020). From curiosity to deep learning: Personal digital inquiry in
grades K–5. Routledge. https://doi.org/10.4324/9781032681146
Coiro, J., Killi, C., & Castek, J. (2017). Designing pedagogies for literacy and learning through personal
digital inquiry: Theory and practice from New London to New Times. In S. & E. Gee (Eds.), Remixing
multiliteracies: 20th anniversary (pp. 137–150). Teachers College Press.
Corebima. (2016). Pembelajaran biologi di Indonesia bukan untuk hidup. Proceeding Biology Education
Conference, 13(1), 8–22. https://jurnal.uns.ac.id/prosbi/article/viewFile/5640/5008
Damayanti, D. F., Solihat, R., & Hidayat, T. (2021). Upaya meningkatkan research skill siswa melalui
citizen science project pada pembelajaran biologi SMA. BIOEDUKASI (Jurnal Pendidikan Biologi),
12(2), 133–144. https://doi.org/10.24127/bioedukasi.v12i2.4438
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes
for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher
Education, 44(1), 25–36. https://doi.org/10.1080/02602938.2018.1467877
Dewi, A. M., Widyanto, A., & Ahadi, R. (2022). Respon siswa terhadap media pembelajaran lembar kerja

23

Adv. J. STEM. Ed

peserta didik elektronik pada materi sistem pernapasan di SMA 7 Banda Aceh. Jurnal Ar-Raniry,
10(2), 89–95. http://dx.doi.org/10.22373/pbio.v10i2.14512
DK, P. (2014). Biodiversity & endangered species. Journal of Biodiversity & Endangered Species, 2(4),
1000. https://doi.org/10.4172/2332-2543.1000e117
Fauziyah, N., Hanafi, Y., & Fitriani, T. (2021). Respons siswa terhadap media pembelajaran infografis
pada materi keanekaragaman hayati kelas X SMA Muhammadiyah 3 Yogyakarta. Prosiding
Seminar
Nasional,
466–471.
http://www.seminar.uad.ac.id/index.php/semhasmengajar/article/view/7056
Gunawan, H., Setyawati, T., Atmoko, T., Karmila, U., Swasta, B., Pattiselanno, F., & Kuswanda, W. (2024).
A review of forest fragmentation in Indonesia under the DPSIR framework for biodiversity
conservation strategies. Global Ecology and Conservation, 51(March), e02918.
https://doi.org/10.1016/j.gecco.2024.e02918
Gusnita, A., Pane, F. H., & Fitri, R. (2019). Implementasi literasi sains dalam pembelajaran biologi SMA
(Implementation of science literacy in high school biology learning). Prosiding SEMNAS BIO 2022
UIN Syarif Hidayatullah Jakarta, 929–937.
Hairina, D. E., Widiyowati, I. I., & Erika, F. (2021). Respon siswa terhadap penerapan model inquiry based
learning berbasis STEAM. Prosiding Seminar Nasional Kimia dan Pendidikan Kimia, 4, 14–17.
Hidayat, T. (2023). Citizen science concept. In Buku panduan pengabdian kepada masyarakat: Pelatihan
program citizen science bagi guru MGMP Biologi SMA di Kabupaten Majalengka. DIKHUMSAINTEK
LPPM Universitas Pendidikan Indonesia.
Hidayati, N., & Nur, M. H. (2013). Respon guru dan siswa terhadap pembelajaran permainan bolavoli
yang dilakukan dengan pendekatan modifikasi (pada siswa kelas V SDN Wateswinangun I
Sambeng-Lamongan). Jurnal Pendidikan Olahraga dan Kesehatan, 01(7), 104–106.
https://api.semanticscholar.org/CorpusID:146570699
Jaleniauskiene, E. (2023). Infographics in higher education: A scoping review. E-Learning and Digital
Media, 20(2), 191–206. https://doi.org/10.1177/20427530221107774
Jennett, C., Kloetzer, L., Schneider, D., Iacovides, I., Cox, A. L., Gold, M., Fuchs, B., Eveleigh, A., Mathieu, K.,
Ajani, Z., & Talsi, Y. (2016). Motivations, learning and creativity in online citizen science. Journal of
Science Communication, 15(3). https://doi.org/10.22323/2.15030205
Jiang, L., & Yu, N. (2022). Research on teaching design of geochemistry and biology under the background
of ecological environment and information technology. Journal of Environmental and Public
Health, 2022, Article 3785862. https://doi.org/10.1155/2022/3785862
Jordan, R. C., Ballard, H. L., & Phillips, T. B. (2012). Key issues and new approaches for evaluating citizenscience learning outcomes. Frontiers in Ecology and the Environment, 10(6), 307–309.
https://doi.org/10.1890/110280
Kelemen-Finan, J., Scheuch, M., & Winter, S. (2018). Contributions from citizen science to science
education: An examination of a biodiversity citizen science project with schools in Central Europe.
International
Journal
of
Science
Education,
40(17),
2078–2098.
https://doi.org/10.1080/09500693.2018.1520405
Kusmana, C., & Hikmat, A. (2015). The biodiversity of flora in Indonesia. Journal of Natural Resources
and Environmental Management, 5(2), 187–198. https://doi.org/10.19081/jpsl.5.2.187
Laksono, E. I., Damayanti, E., & Santoso, I. (2019). Students’ perception towards the application of social
media Instagram as an instructional media. Professional Journal of English Education, 2(4), 421–
428. https://doi.org/10.22460/project.v2i4.p421-428
Lee, V. (2012). What is inquiry-guided learning? New Directions for Teaching and Learning, 2012(129),
5–14. https://doi.org/10.1002/tl.20002
Leksono, S. M., Rustaman, N., & Redjeki, S. (2015). Pengaruh penerapan program perkuliahan biologi
konservasi berbasis kearifan lokal terhadap kemampuan literasi biodiversitas mahasiswa calon
guru biologi. Cakrawala Pendidikan, 89–96.
Lijina, Panjaitan, R. G. P., & Wahyuni, E. S. (2020). Respon siswa terhadap media pembelajaran pada
materi ekologi di kelas X SMA. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 7(3), 1–9.

24

Adv. J. STEM. Ed

Lubos, L. C. (2023). Biodiversity literacy level of public administration students in a higher education
institution. Asian Journal of Biodiversity, 14(1), 25–42. https://doi.org/10.7828/ajob.v14i1.1544
Maharani, A. A. P., & Widhiasih, L. K. S. (2016). Respon siswa terhadap umpan balik guru saat pelajaran
Bahasa Inggris di SD Saraswati 5 Denpasar. Jurnal Bakti Saraswati, 05(02), 1–11.
Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the
classroom: Some educational implications of a continuing line of inquiry. International Journal of
Educational Research, 97, 187–199. https://doi.org/10.1016/j.ijer.2017.08.007
Mitchell, N., Triska, M., Liberatore, A., Ashcroft, L., Weatherill, R., & Longnecker, N. (2017). Benefits and
challenges of incorporating citizen science into university education. PLoS ONE, 12(11), e0186285.
https://doi.org/10.1371/journal.pone.0186285
Muchsin, A., Nurfadilah, Z., Riandi, R., & Supriatno, B. (2021). Efektivitas metode field trip dengan aplikasi
PlantNet pada materi Spermatophyta sebagai alternatif inovasi pembelajaran. Biodik, 7(3), 20–27.
https://doi.org/10.22437/bio.v7i2.13126
Niesenbaum, R. A. (2019). The integration of conservation, biodiversity, and sustainability.
Sustainability (Switzerland), 11(17), 4676. https://doi.org/10.3390/su11174676
Nolasco, G. S., Dicuangco, J. D., Aguilar-Ong, M., & Arcilla, M. S. (2024). The role of community college:
Navigating the issues and interventions of Mabalacat City College amidst COVID pandemic.
Advanced Journal of STEM Education, 2(2). https://doi.org/10.31098/ajosed.v2i2.2734
Peter, M., Diekötter, T., Höffler, T., & Kremer, K. (2021). Biodiversity citizen science: Outcomes for the
participating citizens. People and Nature, 3(2), 294–311. https://doi.org/10.1002/pan3.10193
Pratiwi, B., Ali, R. N., & Sulistiyowati, E. (2019). Pendidikan biodiversitas berbasis potensi lokal pada
tingkat SMA/MA. In Seminar Nasional Pendidikan Biologi dan Saintek (SNPBS) ke-IV (Vol. 2, No. 1,
pp. 500–509).
Putra, I. K. S., Ratminingsih, N. M., Utami, I. G. A. L. P., Artini, L. P., Padmadewi, N. N., Putu, N., &
Marsakawati, E. (2022). Infographics in higher education: Instructional media for students’ writing
proficiency.
Journal
of
Education
Technology,
6(3),
560–567.
https://doi.org/10.23887/jet.v6i3.48869
Putri, F. A., Anggraito, Y. U., & Alimah, S. (2018). The effectiveness of guided inquiry strategy on students’
collaborative
skill.
Journal
of
Biology
Education,
7(2),
144–150.
https://doi.org/10.15294/jbe.v7i2.24278
Rifa’i, M. R., K., R. A., & Hasanah, R. (2020). Persepsi mahasiswa dalam menggunakan aplikasi PlantNet
pada mata kuliah klasifikasi makhluk hidup. Pendidikan IPA, 1, 29–37.
Roche, J., Bell, L., Galvão, C., Golumbic, Y. N., Kloetzer, L., Knoben, N., Laakso, M., Lorke, J., Mannion, G., &
Massetti, L. (2020). Citizen science, education, and learning: Challenges and opportunities.
Frontiers in Sociology, 5, Article 613814. https://doi.org/10.3389/fsoc.2020.613814
S., R. F., & Yogica, R. (2024). Analisis potensi penggunaan media sosial Instagram untuk pembelajaran
biologi
di
SMAN
2
Padang.
Journal
on
Education,
6(2),
15242–15250.
http://jonedu.org/index.php/joe
Sarifah, F., & Nurita, T. (2023). Implementasi model pembelajaran inkuiri terbimbing untuk
meningkatkan keterampilan berpikir kritis dan kolaborasi. Pendidikan Sains, 11(1), 22–31.
Schneiderhan-Opel, J., & Bogner, F. X. (2019). Between environmental utilization and protection:
Adolescent
conceptions
of
biodiversity.
Sustainability,
11(17),
Article
4517.
https://doi.org/10.3390/su11174517
Schneiderhan-Opel, J., & Bogner, F. X. (2020). FutureForest: Promoting biodiversity literacy by
implementing citizen science in the classroom. The American Biology Teacher, 82(4), 234–240.
https://doi.org/10.1525/abt.2020.82.4.234
Setiawan, A. (2022). Keanekaragaman hayati Indonesia: Masalah dan upaya konservasinya. Indonesian
Journal of Conservation, 11(1), 13–21. https://doi.org/10.15294/ijc.v11i1.34532
Shetu, S. N., Maisha, K., & Promi, S. I. (2024). The relationships among social stress, self-regulation,
addictive smartphone use, and social media usage behaviour of Generation Z. International Journal
of Business and Technopreneurship, 14(2), 173–192. https://doi.org/10.58915/ijbt.v14i2.628

25

Adv. J. STEM. Ed

Sholihah, R. N., Kusnadi, & Supriatno, B. (2023). Implementation of personal digital inquiry assisted by
infographics to increase science literacy in ecosystem materials. Jurnal Penelitian Pendidikan IPA,
9(8), 5927–5934. https://doi.org/10.29303/jppipa.v9i8.3917
Siboro, T. D. (2019). Manfaat keanekaragaman hayati terhadap lingkungan. Jurnal Ilmiah Simantek, 3(1),
1–7.
Sing, S. K., & Sharma, M. (2017). Biodiversity—Threats and conservation. Biodiversity and Conservation,
2(June), 1–8.
Spencer, K. L., Deere, N. J., Aini, M., Avriandy, R., Campbell-Smith, G., Cheyne, S. M., Gaveau, D. L. A., Humle,
T., Hutabarat, J., Loken, B., Macdonald, D. W., Marshall, A. J., Morgans, C., Rayadin, Y., Sanchez, K. L.,
Spehar, S., Sugardjito, J., Wittmer, H. U., Supriatna, J., & Struebig, M. J. (2023). Implications of largescale infrastructure development for biodiversity in Indonesian Borneo. Science of the Total
Environment, 866, Article 161075. https://doi.org/10.1016/j.scitotenv.2022.161075
Straub, M. C. P. (2020). A study of student responses to participation in online citizen science projects.
International Journal of Science and Mathematics Education, 18(5), 869–886.
https://doi.org/10.1007/s10763-019-10001-8
Sumartini, S., Harahap, K. S., & Sthevany. (2020). Kajian pengendalian mutu produk tuna loin precooked
frozen menggunakan metode skala Likert di perusahaan pembekuan Tuna X. Aurelia Journal, 2(1),
29–38. http://www.conferences.uinsgd.ac.id/index.php/gdcs/article/view/1846
Suniah, & Rizqiyah, I. (2018). Respon siswa terhadap strategi pembelajaran guided. In Seminar Nasional
Pendidikan Biologi dan Saintek (pp. 457–464).
Susbiyanto, S., Hidayat, T., Surtikanti, H. K., & Riandi, R. (2024). Citizen science project design for ecology
course: Reducing pollution caused by gold mining. Jurnal Ilmiah Ilmu Terapan Universitas Jambi,
8(1), 117–135. https://doi.org/10.22437/jiituj.v8i1.32348
Suwarso, E., Paulus, D. R., & Miftachurahma, W. (2019). Kajian database keanekaragaman hayati Kota
Semarang. Jurnal Riptek, 13(1), 79–91. https://doi.org/10.35475/riptek.v13i1.53
Tyansha, R. A., Kusnadi, & Purwianingsih, W. (2022). Penerapan model pembelajaran personal digital
inquiry untuk meningkatkan literasi informasi. Jurnal Pendidikan Biologi, 10(2), 1249–1262.
Vijeta, S., Shikha, S., & Anamika, S. (2021). The principal factors responsible for biodiversity loss. Open
Journal of Plant Science, 6, 11–14. https://doi.org/10.17352/ojps.000026
Vohland, K., Land-Zandstra, A., Ceccaroni, L., Lemmens, R., Perelló, J., & Ponti, M. (Eds.). (2021). The
science of citizen science. Springer Nature Switzerland.
Widodo, A. (2021). Pembelajaran ilmu pengetahuan alam dasar-dasar untuk praktik. UPI Press.
Yousif Abdelraheem, A., & Asan, A. (2006). The effectiveness of inquiry-based technology enhanced
collaborative learning environment. International Journal of Technology in Teaching and Learning,
2(2), 65–87.

26