http://ejurnal.budiutomomalang.ac.id/index.php/edubiotik <p style="text-align: justify;"><strong>Edubiotik : Jurnal Pendidikan, Biologi dan Terapan</strong> with registered numbers&nbsp;<a title="Print" href="https://issn.brin.go.id/terbit?search=2528-679X" target="_blank" rel="noopener">ISSN 2528-679X</a> (print) and <a title="Online" href="https://issn.brin.go.id/terbit?search=2528-679X" target="_blank" rel="noopener">ISSN 2597-9833</a> (online) is a peer-reviewed open-access scientific journal. Edubiotik : Jurnal Pendidikan, Biologi dan Terapan&nbsp;was published by the Biology Education Faculty of Exact Sciences and Sports IKIP Budi Utomo Malang. The journal focuses on the publication of the results of scientific research relating to the fields of pure biology and biology education. The article published came from academics, practitioners, and researchers. This journal is published twice a year, in March and September. Articles published in this journal must meet the requirements set by the Editorial Board of the Edubiotik : Jurnal Pendidikan, Biologi dan Terapan. The Editorial Board has the right to change the editorial and systematics of writing without changing the substance of the text of the author.&nbsp;Nationally Accredited based on the Decree of the Minister of Research, Technology and Higher Education of Indonesia, Number<strong><a href="https://drive.google.com/file/d/1iKlRYlcgo9CFzfauvRcaf64G5QApqQfx/view?usp=sharing" target="_blank" rel="noopener"> 36/E/KPT/2019</a>&nbsp;</strong>as a<strong>&nbsp;<a title="Sinta 3" href="http://sinta2.ristekdikti.go.id/journals/detail?id=6242" target="_blank" rel="noopener">SINTA 3 journal</a></strong></p> Biology Education Department, IKIP Budi Utomo, Malang, Indonesia en-US Edubiotik : Jurnal Pendidikan, Biologi dan Terapan 2528-679X http://ejurnal.budiutomomalang.ac.id/index.php/edubiotik/article/view/3873 <p style="text-align: justify;">Implementing the Remap-TPS integrated flipped classroom has not yet been carried out to improve creative thinking skills in biology learning. This study aims to determine the effect of the Remap-TPS integrated flipped classroom model on students' creative thinking skills in biology learning. This study is a mixed method. The research design used was a pretest-posttest nonequivalent control group design. The research sample comprised 72 class X students at SMAN 9 Malang, East Java, Indonesia. They were divided into one experimental class and one control class. The Remap-TPS integrated flipped classroom was taught in the experimental class, while the TPS model was taught in the control class. Quantitative data was collected through pretest and posttest using essay question that refer to creative thinking indicators: curiosity, fluency, originality, elaboration, flexibility, divergent, messiness/risk taking and with others. This essay's questions have previously been tested to show valid and reliable results because Cronbach's alpha value is 0.778. Qualitative data is used together with quantitative data from the results of student answers. Analysis was carried out using the ANCOVA test with a significance level of 5%, then continued with the LSD test. Data is also explained qualitatively from the results of student answers. The study results show that the Remap-TPS integrated flipped classroom model affects students' creative thinking skills. This is proven by a significance value of 0.00&lt;0.05. Therefore, the Remap-TPS integrated flipped classroom can be used as an alternative learning model to improve students' creative thinking in biology learning. Implementing the Remap-TPS integrated flipped classroom requires adapting learning instruments and tools to the learning model used and the skills measured to improve learning activities, especially in improving students' creative thinking skills.</p> Suci Arsi Ramdhani Siti Zubaidah Sitoresmi Prabaningtyas ##submission.copyrightStatement## 2024-02-05 2024-02-05 9 01 1 18 10.33503/ebio.v9i01.3873 http://ejurnal.budiutomomalang.ac.id/index.php/edubiotik/article/view/2715 <p style="text-align: justify;">Biodiversity includes the distribution of flora and fauna, rainforests, diversity of benefits, and conservation. However, no media, especially video recordings used in the educational process, are available for public viewing and listening. Therefore, it is important to provide valuable and impactful educational resources in the form of video podcasts to facilitate their learning and understanding of biodiversity topics. This study aimed to develop a video podcast learning media on biodiversity material for class X MA DDI Maspul in Bone Regency, assess its validity, evaluate its practicality, and determine its effectiveness.&nbsp;The research method used is R&amp;D (research and development), which refers to the ADDIE model. The subjects of this study were 24 students of class X MA DDI Maspul. The research instruments included validation sheets, student and educator response questionnaires, and learning outcome test questions. Data collection techniques through questionnaires and tests. Quantitative data including validation results, practical scores, and learning outcomes were analyzed descriptively. The results showed, that the developed video podcast learning material demonstrated high validity (average score of 3.7) and was considered very practical by educators and students (average score of 3.2). Additionally, it proved highly effective, with students achieving an average score of 87.6, indicating 100% effectiveness in the learning process. In conclusion, the video podcast learning media developed in this study is valid, practical, and highly effective, making it a suitable teaching tool.</p> Nur Intan Tri Rejeki Jamilah Jamilah Wiwin Pramita Arif Syamsul Syamsul Andi Maulana Fakhirah Maulidya ##submission.copyrightStatement## 2024-03-16 2024-03-16 9 01 19 31 10.33503/ebio.v9i01.2715