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All Journal Jurnal Inovasi Pendidikan Jurnal Edukasi
Demetriana Un
Universitas Katolik Widya Mandira, Kupang, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Eksplorasi Pemahaman Konsep Biologi Siswa SMP melalui Fenomena Kehidupan Sehari-Hari Demetriana Un; Rikardus Herak
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 4 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i4.713

Abstract

This study aimed to explore junior high school students' understanding of biology concepts through everyday-life phenomena found at home and school. A descriptive qualitative design with an exploratory orientation was employed at SMP Katolik Adisucipto in 2026. The primary participants were two Grade VIIb students and one science/biology teacher selected purposively based on their direct involvement in science learning, willingness to participate, and relevance to the research focus. Data were collected through semi-structured interviews, school-environment observation, documentation, field notes, and student experience-exploration sheets. The data were analyzed through data reduction, thematic coding, data display, triangulation, and conclusion drawing. The findings show that students recognized biology as closely related to eating and drinking habits, handwashing, plant care, small animals, waste, clean water, and the school ecosystem. Students were able to explain several observable phenomena, but still experienced difficulty connecting internal biological processes, especially the digestive system, with daily experiences. The study shows that everyday phenomena can serve as a diagnostic entry point for identifying the depth of students' conceptual understanding and suggests that biology learning should move from concrete experience toward scientific explanation through direct observation, visual representation, simple practices, and guided reflection.
Student Engagement Dynamics in Contextual Biology Learning: Digital Distraction, School Discipline, and Facility Support Rikardus Herak; Demetriana Un
Jurnal Edukasi Vol. 4 No. 5 (2026): Jurnal Edukasi
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/edu.v4i5.823

Abstract

This study explores the dynamics of student engagement in contextual Biology learning by examining how contextual relevance, digital and social distractions, school discipline, facility support, and teacher refocusing strategies interact during classroom instruction. A qualitative case study was conducted at SMAN 9 Kupang, Indonesia. The analysis drew on one intensively documented Biology lesson on the classification of living organisms, semi-structured interviews with three students and one Biology teacher, field notes, and an engagement-distraction-refocusing episode log. Data were analyzed through first-cycle coding, pattern coding, episode analysis, and source triangulation. Five patterns emerged. Contextual examples and visual media increased interest and supported understanding, yet engagement remained unstable across the lesson. Smartphones and peer interaction functioned both as learning resources and as sources of distraction. Students understood school rules, although repeated reminders and consistent supervision were still needed. Visual facilities enriched explanation, while facility limitations required the teacher to shift to the board, direct explanation, and alternative resources. Engagement was commonly restored through questions, proximity, reminders, concrete examples, discussion, and student self-regulation. The findings indicate that classroom engagement is situational and relational. Sustaining engagement therefore requires coordinated attention to lesson relevance, activity variation, guided device use, consistent discipline, facility readiness, and responsive teacher intervention.
Co-Authors Rikardus Herak