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All Journal GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Natalia Kristiani Lase
Department of Agrotechnology, Universitas Nias, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Other

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Analisis Gaya Mengajar Guru Biologi Berbasis Konstruktivisme di MAS Ummi Kalsum Kota Gunungsitoli: HASIL Gaya Mengajar Berbasis Konstruktivisme sebagai Pendekatan Dominan Penerapan Terintegrasi Empat Teori Pembelajaran Interaksi Guru-Siswa dan Keterlibatan Siswa dalam Pembelajaran Tantangan dan Strategi Adaptasi Guru PEMBAHASAN Dominasi Konstruktivisme dalam Gaya Mengajar Guru Biologi Efektivitas PBL dalam Mengembangkan Keterampilan Berpikir Kritis Keterlibatan Siswa sebagai Implikasi dari Pende Mey Cherly Halawa; Desta Putri Kristiani Harefa; Wan David Gori; Kevin Miman Boi Telaumbanua; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 1 (2026): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i1.909

Abstract

Effective biology learning requires a teaching style that is able to actively build conceptual understanding. However, the reality in many Indonesian schools, including private madrasah schools with limited facilities, is still dominated by a teacher-centered approach that positions students as passive recipients of information, while in-depth qualitative studies on constructivist-based biology teachers' teaching styles in such contexts remain very limited. This study aims to describe the biology teacher's teaching style, identify the learning theories applied, determine the most dominant theory, and analyze its relationship with students' activeness and conceptual understanding at MAS Ummi Kalsum, Gunungsitoli City. The study employed a descriptive qualitative approach of the field research type with one biology teacher as the sole subject selected purposively; data were collected through non-participant observation, semi-structured interviews, a twenty-item Likert-scale questionnaire, and documentation, then analyzed using the Miles and Huberman model and validated through source and method triangulation. The results showed that the teacher applied a student-centered teaching style with the dominance of the Problem-Based Learning method, obtaining an average questionnaire score of 4.70 on a 5-point scale (15 out of 20 indicators were rated strongly agree). Constructivism was proven to be the most dominant foundation, complementarily supported by cognitive, behaviorist, and humanistic theories that were organically integrated and contributed significantly to the high level of student activeness and conceptual understanding.
Bahasa Inggris Amati Zalukhu; Novi Mincelita Halawa; Kristina Zendrato; Nobeli Berti Hia; Erwin Dahniyanti Zandroto; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 1 (2026): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i1.922

Abstract

Student motivation in biology classes is often assumed to be consistently high, even though this ideal condition has not yet been fully achieved, particularly in schools in island regions with limited resources and support for independent study at home, as is the case at SMA Negeri 1 Lahewa in North Nias Regency. This study aims to analyze the levels of learning motivation among 10th and 11th-grade students in Biology classes at that school, examined from the dimensions of internal and external motivation. The study employed a quantitative descriptive design involving 66 students selected through purposive sampling from a population of 586 students. Data were collected via a Guttman-scaled questionnaire containing 20 statements, distributed online through Google Forms. The data were analyzed descriptively by categorizing respondents’ total scores into five levels of motivation. The results indicate that students’ learning motivation generally falls into the high category, with very high scores in perseverance, discipline, and the desire to achieve, but still low scores in the habit of independent learning at home and the initiative to seek additional learning resources. These findings indicate that students’ motivation is supported more by school structure and supervision than by internalized independent learning; therefore, strengthening independent learning at home is a key priority for the development of future biology learning strategies.
Learning Motivation and Biology Achievement Among 11th-Grade Students: An Analysis of Strengths and Weaknesses at SMA Negeri 1 Idanogawo Hendra setiawan Gulo; Trisca Meilani Gulo; Cil Darni Hura; Melda Halawa; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 1 (2026): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i1.937

Abstract

The low level of active student engagement in biology learning and suboptimal learning outcomes are issues that need to be examined empirically. This study aims to describe the level of learning motivation and perceptions of biology learning outcomes, as well as to identify indicators of weaknesses among 11th-grade students at Idanogawo State High School 1. The study employed a descriptive quantitative approach using a 14-item Yes/No questionnaire distributed via Google Forms to 23 valid respondents in May 2026. The data were analyzed using descriptive statistics, including the mean, median, mode, standard deviation, and the percentage of responses per item. The results showed that the average learning motivation score was 5.48 out of a maximum of 6 (91.3%), while the average learning achievement score was 6.78 out of a maximum of 8 (84.8%). A total of 52.2% of students fell into the moderate category and 21.7% into the high category. The strongest motivational factors were found in the awareness of the importance of biology and the earnestness in completing assignments (100%), while the greatest weaknesses were found in independent learning outside of class hours (69.6%) and the willingness to ask questions when unsure (43.5%). Descriptively, there was a consistent pattern between motivation scores and perceptions of learning outcomes, confirming that learning motivation is positively correlated with students’ biology learning outcomes.
Teacher Professionalism in Professional Perspective and Educational Management: An Exploratory Study at UPTD SMP Negeri 2 Gunungsitoli Idanoi Nurin Aprillinia Zalukhu; Christi Elissabeth Zendrato; Karuniaman Hia; Destin Cerah Anggela Hulu; Dewi Sandra Zamili; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 2 (2026): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i2.949

Abstract

Teacher professionalism is one of the key factors determining the quality of education. This study aimed to explore teacher professionalism from the perspectives of the teaching profession and educational management at UPTD SMP Negeri 2 Gunungsitoli Idanoi. The study employed a descriptive qualitative approach with an exploratory research design. Data were collected through interviews, observations, and documentation involving the school principal and a science teacher as research informants. The collected data were analyzed using descriptive qualitative techniques, including data reduction, data presentation, and conclusion drawing. The findings revealed that teacher professionalism at UPTD SMP Negeri 2 Gunungsitoli Idanoi is generally categorized as good, as indicated by the majority of teachers having completed the Teacher Professional Education Program (PPG) and obtained teaching certificates. Teachers actively participate in various professional development activities to enhance their competencies. From the educational management perspective, the school supports teacher professionalism through training programs, effective teacher management, and the provision of learning facilities. However, challenges remain, particularly related to limitations in educational facilities and infrastructure, including laboratory equipment, as well as diverse student characteristics. The school addresses these challenges through collaboration among teachers, counseling staff, and parents. Overall, teacher professionalism has shown positive development and continues to require support through sustainable competency improvement and educational facility enhancement.
Teachers’ Strategies for Implementing Biology Instruction Based on Educational Psychology at Permata Kasih Private High School Shinta Florentina Waruwu; Setia Amal Hulu; Hayanti Lase; Marni Ndruru; Anifersari Laso; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 2 (2026): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i2.961

Abstract

Biology instruction not only emphasizes conceptual mastery but also requires attention to students’ psychological aspects to ensure an effective learning process. This study aims to describe the strategies teachers use in implementing biology instruction based on educational psychology at Permata Kasih Private High School. The study employed a qualitative method with a descriptive approach. Data were collected through interviews with biology teachers as the primary informants and were then analyzed descriptively to interpret the teaching strategies implemented. The results showed that teachers applied Problem-Based Learning (PBL) and Cooperative Learning strategies to enhance students’ critical thinking skills, collaboration, and participation. Teachers also integrate psychological aspects by providing motivation, using individualized approaches, managing students’ emotions, creating a comfortable learning environment, utilizing learning media and technology, and conducting evaluations accompanied by constructive feedback. Although there are challenges such as low interest in learning, lack of concentration, and low self-confidence among some students, teachers strive to overcome these through guidance, effective communication, and varied learning strategies. It is concluded that the implementation of biology instruction grounded in educational psychology creates a positive learning environment, enhances student motivation and engagement, and supports the optimal achievement of learning objectives.
Analysis of Teacher Professionalism and Competence in Educational Management at SMP Negeri 2 Gunungsitoli Utara Pitra Yani Zai; Meno Niat Sari Harefa; Lestariani Zebua; Weni Yulita Laoli; Anotona Gulo; Fanes Juang Aldi Zai; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 2 (2026): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i2.968

Abstract

Teacher professionalism and competence are crucial elements in ensuring the effectiveness of educational management and improving the quality of education. Teachers are expected to possess professional attitudes and competencies that support effective teaching and learning processes. This study aimed to analyze teacher professionalism and competence within the perspective of educational management at SMP Negeri 2 Gunungsitoli Utara. A qualitative descriptive method was employed to obtain an in-depth understanding of the phenomenon under investigation. Data were collected through interviews, observations, and documentation, with the school principal serving as the primary informant. The collected data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that teacher professionalism is reflected in responsibility, discipline, commitment to teaching duties, active participation in school programs, and efforts to improve instructional quality. Teachers generally demonstrate adequate pedagogical, professional, social, and personal competencies, although differences in competency levels among individuals remain evident. Educational management plays an important role in supporting teacher development through supervision, training programs, professional development activities, performance evaluation, and the provision of a conducive working environment. Furthermore, the principal contributes significantly to fostering teacher professionalism and competence through guidance, monitoring, and continuous support. The study concludes that effective educational management contributes substantially to strengthening teacher professionalism and competence, thereby enhancing the overall quality of education at SMP Negeri 2 Gunungsitoli Utara.
Teacher Professionalism in Learning Implementation An Exploratory Study at SMP Negeri 5 Lahewa Marina Gea; Asnil Zebua; Erlin Karlin Telaumbanua; Esni Perdamaian Gulo; Ike Nirwana Waruwu; Riska Indah Ester Liana Zebua; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 2 (2026): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i2.980

Abstract

Teacher professionalism is one of the key factors influencing the quality of education and the effectiveness of learning implementation in schools. This study aimed to explore teacher professionalism in learning implementation at SMP Negeri 5 Lahewa, North Nias Regency, Indonesia. The study employed a descriptive qualitative approach. Data were collected through interviews, observations, and documentation involving the school principal and a science teacher as key informants. The collected data were analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings revealed that teacher professionalism at SMP Negeri 5 Lahewa is generally well implemented. Most teachers have obtained teaching certification and demonstrate commitment to their professional responsibilities. Teachers prepare instructional materials, teaching modules, worksheets, and learning media before conducting classroom instruction. Learning activities are carried out using various teaching methods that encourage student participation and active engagement. The school also supports teacher professionalism through academic supervision, participation in teacher professional development programs, seminars, training activities, and subject teacher forums (MGMP). In science learning, teachers attempt to connect scientific concepts with students’ daily experiences and utilize available laboratory facilities to support practical activities. However, several challenges remain, including differences in students’ learning abilities and limitations in laboratory facilities. Overall, teacher professionalism at SMP Negeri 5 Lahewa contributes positively to the effectiveness of learning implementation and educational quality improvement.
Analysis of Teacher Competence and Professionalism at SMP Negeri 4 Gunungsitoli Utara Setia Hati Gulo; Fanaro’oi Zega; Mashati Bate’e; Nirmala Zega; Vincentia Lovablegod Laoli; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 2 (2026): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i2.1013

Abstract

This study aimed to analyze the competence and professionalism of teachers at SMP Negeri 4 Gunungsitoli Utara. The research employed a descriptive qualitative approach to obtain an in-depth understanding of teachers’ competencies and professional practices in the school environment. Data were collected through interviews, observations, and documentation, with the school principal serving as the primary informant. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results revealed that teachers demonstrated adequate pedagogical, professional, personal, and social competencies. Teachers were capable of preparing instructional plans, implementing learning activities effectively, mastering subject matter, maintaining discipline, and establishing positive communication with students, colleagues, and parents. The school also supported teacher professional development through internal training programs, participation in seminars, and the use of digital learning platforms. Nevertheless, several challenges were identified, including limited facilities, financial constraints, and personal factors affecting teacher participation in professional development activities. The study concludes that teacher competence and professionalism at SMP Negeri 4 Gunungsitoli Utara are generally in good condition and contribute significantly to improving the quality of teaching and learning processes as well as the overall quality of education.
Co-Authors Amati Zalukhu Anifersari Laso Anotona Gulo Asnil Zebua Christi Elissabeth Zendrato Cil Darni Hura Desta Putri Kristiani Harefa Destin Cerah Anggela Hulu Dewi Sandra Zamili Erlin Karlin Telaumbanua Erwin Dahniyanti Zandroto Esni Perdamaian Gulo Fanaro’oi Zega Fanes Juang Aldi Zai Hayanti Lase Hendra setiawan Gulo Ike Nirwana Waruwu Karuniaman Hia Kevin Miman Boi Telaumbanua Kristina Zendrato Lestariani Zebua Marina Gea Marni Ndruru Mashati Bate’e Melda Halawa Meno Niat Sari Harefa Mey Cherly Halawa Nirmala Zega Nobeli Berti Hia Novi Mincelita Halawa Nurin Aprillinia Zalukhu Pitra Yani Zai Riska Indah Ester Liana Zebua Setia Amal Hulu Setia Hati Gulo Shinta Florentina Waruwu Trisca Meilani Gulo Vincentia Lovablegod Laoli Wan David Gori Weni Yulita Laoli