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All Journal Berkala Ilmiah Pendidikan Biologi (BioEdu) Jurnal Inovasi Pendidikan IPA
Nadhifa Rohadatul Aisy
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Mathematics

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Implementasi Kurikulum Outcome-Based Education pada Mata Kuliah Biosistematika dan Evolusi Hewan di Program Studi Biologi Nadhifa Rohadatul Aisy; Baharudin Yusuf Haqiqi; Foniman Saragi; Diana Rochintaniawati
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 2 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n2.p629-635

Abstract

Implementasi kurikulum Outcome Based Education (OBE) pada materi kompleks seperti Biosistematika menghadapi tantangan adaptasi teknologi dan beban kognitif mahasiswa. Penelitian ini bertujuan untuk menganalisis implementasi kurikulum mata kuliah Biosistematika dan Evolusi Hewan ditinjau dari aspek perencanaan, pelaksanaan, dan persepsi mahasiswa, serta mengeksplorasi kesenjangan antara teori dan praktik. Penelitian menggunakan metode studi kasus deskriptif kualitatif melalui observasi partisipatif, wawancara mendalam, dan studi dokumentasi di salah satu Universitas Negeri di Jawa Barat. Hasil penelitian menunjukkan adanya dualisme dalam implementasi kurikulum. Secara administratif, sintaks pembelajaran terlaksana dengan baik dan interaktif. Namun, ditemukan kesenjangan (gap) substansial pada tiga aspek. Pertama, dokumen modul praktikum belum memuat peta kompetensi (CPL) secara eksplisit dan menggunakan referensi yang kurang mutakhir. Kedua, terdapat paradoks aktivitas di mana keterlibatan sosial mahasiswa sangat tinggi (skor kerja sama 4.0), namun berbanding terbalik dengan sikap ilmiah yang rendah (skor 2.0). Rendahnya disposisi saintifik ini disebabkan oleh fenomena "jalan pintas digital" (digital shortcut) melalui penggunaan aplikasi identifikasi instan (Google Lens) yang memicu surface learning dan mendistorsi proses verifikasi manual. Ketiga, teridentifikasi adanya Vision Gap di mana mahasiswa gagal menginternalisasi Profil Lulusan, menyebabkan orientasi belajar menjadi pragmatis. Penelitian merekomendasikan revitalisasi modul dan pengetatan asesmen proses untuk mengembalikan integritas keterampilan sains.
Reconstructing Indigenous Knowledge of Kasepuhan Girijaya for High School Biology Learning: An Ethnoscience Approach Nadhifa Rohadatul Aisy; Siti Sriyati; Amprasto; Indriyani Rachman
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.94508

Abstract

Biology learning on ecosystem topics frequently encounters epistemological challenges arising from a disconnect between formal academic science and students' socio-cultural realities, a gap widely recognised in contemporary science education research. The study aimed to reconstruct the Indigenous Knowledge (IK) of Kasepuhan Girijaya into scientifically validated concepts for integration into high school biology curricula. A qualitative approach with an ethnographic design was employed; data were collected through participatory observation, in depth interviews with traditional leaders, and document analysis, and analysed using an interactive model encompassing data condensation, science reconstruction, and pedagogical relevance mapping. The findings suggest that Kasepuhan Girijaya's three tier land zoning system (Leuweung Tutupan, Titipan, and Garapan) demonstrates conceptual alignment with watershed management and soil conservation principles. Twelve IK practices were identified as providing plausible scientific mechanisms, including light intensity regulation, riparian bio engineering, and ecological rest each mappable to Biology Learning Outcomes in the Merdeka Curriculum. These findings are theoretical and analytical in nature; empirical testing of their pedagogical effectiveness remains a direction for future research.
Co-Authors Baharudin Yusuf Haqiqi Diana Rochintaniawati Foniman Saragi Indriyani Rachman Mr Amprasto Siti Sriyati