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All Journal Spizaetus: Jurnal Biologi dan Pendidikan Biologi Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Dewi Susanti
Universitas Pendidikan Indonesia, Bandung, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Other

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Analisis Kemampuan Representasi Visual Siswa dalam Menginterpretasi Diagram Siklus Hidup Bryophyta: Analisis Kemampuan Representasi Visual Siswa dalam Menginterpretasi Diagram Siklus Hidup Bryophyta Susanti, Dewi; Rahmat, Adi
Spizaetus: Jurnal Biologi dan Pendidikan Biologi Vol 6 No 2 (2025): Spizaetus: Jurnal Biologi dan Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi, FKIP, Universitas Nusa Nipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55241/spibio.v6i2.564

Abstract

Visual representation is important for scientific communication. One form of visual representation is a diagram. When representing diagrams, there are still students who fail to read labels or titles, misunderstand color codes, or follow arrows in the wrong direction. The aim of this research is to analyze students' ability to visually represent and interpret the Bryophyta life cycle diagram. The visual representations analyzed are internal and external visual representations. This study uses a descriptive approach involving one biology teacher and 33 students from grades X, XI, and XII at one of the high schools in the city of Bandung. Data were obtained through worksheets and semi-structured interviews. Internal visual representation is obtained from the activity of reading and re-representing the available diagrams, while external visual representation is obtained from the activity of redrawing the Bryophyta diagram based on one's own understanding. Assessment is conducted based on three main indicators: the number of phases, the sequence of phases, and the accuracy of phase descriptions. Scores are converted into percentages and categorized into five levels of proficiency: very good, good, moderate, poor, and very poor. The analysis results show that the internal visual representation of students in grades X, XI, and XII falls into the poor category, while the external visual representation of students in grades X and XI falls into the good category, and grade XII falls into the moderate category. The analysis also shows a relationship between visual representation and prior knowledge. These findings have important implications for the development of visual-based learning and mapping students' difficulties in understanding diagrams.
Game-Based Learning through Board Games in Immunology: An Analysis of Conceptual Mastery and Cognitive Anxiety Regina Anindya Putri; Adi Rahmat; Dewi Susanti; Sariwulan Diana; Muhamad Wafda Jamil
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1484

Abstract

Game-based learning has been widely developed as an instructional approach to enhance student engagement. One of its implementations takes the form of board games, which offer interactive and hands-on learning experiences. However, studies specifically examining their application to complex biology topics, such as the immune system, remain limited. Furthermore, few studies have simultaneously examined the effects on conceptual understanding and cognitive anxiety. Therefore, this study aims to analyze the impact of using board games on students’ mastery of immune system concepts and cognitive anxiety. This study employed a quasi-experimental design involving an experimental group (n = 30) and a control group (n = 32). Research instruments included a conceptual mastery test and the cognitive test anxiety scale (CTAS) questionnaire to measure students’ cognitive anxiety. The data were analyzed using inferential statistical tests and correlation tests to examine the relationships among the variables. The results of the study show that there were no significant differences in conceptual understanding or cognitive anxiety between the two groups, nor was a significant relationship found between the two. These findings suggest that the use of board games with complex subject matter does not always have a significant impact on cognitive or affective outcomes, although they hold the potential to promote a more positive learning experience
Co-Authors Adi Rahmat Muhamad Wafda Jamil Regina Anindya Putri Sariwulan Diana Topik Hidayat