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All Journal INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Biosfer: Jurnal Tadris Biologi Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Jurnal Pendidikan Biologi DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Jurnal Pendidikan Biologi Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika BIOEDUKASI Jurnal IPA Terpadu Biosfer: Jurnal Pendidikan Biologi Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Bioedukasi: Jurnal Pendidikan Biologi JPBIO (Jurnal Pendidikan Biologi) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Bioscientist : Jurnal Ilmiah Biologi JIPB (Jurnal Inovasi Pembelajaran Biologi) Journal Evaluation in Education (JEE) Journal Of World Science SEAQIS Journal of Science Education Research and Development in Education (RaDEn) Room of Civil Society Development Journal of General Education Science Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Edukasi Biologi Indonesian Journal of Biology Education Biodik: Jurnal Ilmiah Pendidikan Biologi Bioma : Jurnal Ilmiah Biologi Room of Civil Social Development
Agung Wijaya Subiantoro
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

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VISUAL REPRESENTATIONS ANALYSIS OF SENIOR HIGH SCHOOL BIOLOGY TEXTBOOKS ABOUT THE HUMAN MOVEMENT SYSTEM Antasena, Muhamad Yafi B.; Agung Wijaya Subiantoro
BIOMA : Jurnal Ilmiah Biologi Vol. 14 No. 2 (2025): October 2025
Publisher : Prodi Pendidikan Biologi, FPMIPATI, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/bioma.v14i2.2711

Abstract

This study aims to identify the proportions and types of visual representations in Grade XI Biology textbooks, specifically on the topic of the Human Locomotion System. Visual content in Biology textbooks plays a crucial role in facilitating students’ understanding of biological concepts; however, previous studies have shown that such content remains limited in depth and rarely connects biological material to real-life contexts. The objective of this research was to examine the functions and forms of visual representations in selected textbooks, and to evaluate their alignment with principles of effective visual representation. Employing a qualitative content analysis approach, four textbooks were analyzed using a classification framework that classified the visual representations by their function (decorative, illustrative, explanatory, complementary) and by their form (e.g. illustrations, diagrams, tables, maps). The results revealed that visual representations were predominantly illustrative in both function and form across all Biology textbook samples. Among the samples, the YT textbook demonstrated the highest quantity and diversity of visual content, while KM had the fewest. These findings suggest that the textbooks have not fully adhered to the principles of effective visual representation, which may limiting students’ understanding of complex biological concepts. It is recommended that future editions increase both the quantity and variation of visual content to enhance pedagogical effectiveness and promote deeper learning.
Empowering Future Biology Teachers: Integrating STEM and Design Thinking for Effective Sustainability Learning Pamungkas, Rahmania; Suwono, Hadi; Ibrohim; Subiantoro, Agung Wijaya
SEAQIS Journal of Science Education Vol. 5 No. 02 (2025): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v5i02.175

Abstract

This study examines the implementation of a design project in a preservice biology teacher education course titled "Biology Education for Sustainability," aiming to enhance creativity while addressing the United Nations Sustainable Development Goals (SDGs). This work presents a comprehensive framework divided into 10 chapters, spanning approximately 16 weeks (or about three and a half months) of meetings, each corresponding to key lessons designed to empower preservice biology teachers. In addition, the project engages preservice teachers in collaborative teams to identify local environmental challenges related to specific SDGs, such as clean water, climate action, and life on land. Utilizing a design thinking framework, participants engage in brainstorming, prototype development, and iterative feedback that lead to the fostering of innovative solutions. Moreover, data were collected through pre- and post-project surveys, reflective journals, and presentations to assess the impact on creativity, understanding of the SDGs, and confidence in teaching sustainability concepts. The results indicate significant improvements in creative problem-solving skills and a deeper awareness of the SDGs, along with increased motivation to integrate sustainability into their future teaching practices. As a result, this experiment highlights the effectiveness of experiential learning in the "Biology Education for Sustainability" course, preparing preservice teachers to address global challenges through innovative and creative educational strategies.
Correlation of cognitive learning outcomes and creativity in PjBL with culturally responsive teaching Ramadhani, Alfiah Putri; Subiantoro, Agung Wijaya
JPBIO (Jurnal Pendidikan Biologi) Vol 10, No 2 (2025): November 2025
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v10i2.5473

Abstract

Learning in the 21st century emphasizes higher-order thinking skills, particularly creativity and cognitive ability. However, observations in biology learning indicate that students’ creative thinking and conceptual understanding remain low, especially in biotechnology material. This study aims to determine the correlation between cognitive learning outcomes and creativity through the implementation of the Project-Based Learning (PjBL) model with the Culturally Responsive Teaching (CRT) approach. The research employed a quantitative correlational design involving 72 students of Grade X at SMA Negeri 1 Depok, Sleman, Yogyakarta. Data on creativity were collected using a validated creativity rubric, while cognitive learning outcomes were obtained from post-test scores. Data were analyzed using the Pearson product-moment correlation test with SPSS. The results showed that there was no significant correlation between cognitive learning outcomes and creativity (r = 0.090; p = 0.455 > 0.05). This finding suggests that an increase in cognitive learning outcomes does not necessarily lead to an increase in creativity. Thus, although the implementation of the PjBL-CRT approach contributed positively to students’ learning experiences, cognitive and creative abilities tended to develop independently. These results suggest the need for further learning strategies that explicitly integrate creative processes into cognitive learning tasks in biotechnology education.
Tinjauan Pustaka Naratif: Analisis Pengembangan Multimedia Interaktif Materi Sistem Saraf sebagai Sumber Belajar Siswa Rania Pinki Anggita; Agung Wijaya Subiantoro; Ahmad Kamal Sudrajat
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 1 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2025 - Januari 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i1.6609

Abstract

Penerapan multimedia interaktif dalam pendidikan biologi, khususnya materi sistem saraf, telah mengalami kemajuan yang signifikan. Kemajuan ini berasal dari inovasi berkelanjutan dalam teknologi pendidikan. Multimedia interaktif berfungsi sebagai sumber belajar alternatif yang meningkatkan proses belajar mengajar. Multimedia ini mengintegrasikan berbagai elemen digital, sehingga lebih adaptif dan mudah diakses oleh siswa kapan saja dan di mana saja. Tujuan dari penelitian ini adalah untuk mengevaluasi kelayakan multimedia interaktif berdasarkan berbagai aspek, termasuk potensi lokal dan berbagai pendekatan pembelajaran. Penelitian ini menggunakan metode Tinjauan Pustaka Sistematis (TPS). Proses TPS secara umum terdiri dari tiga tahap utama: tahap perencanaan, tahap implementasi, dan tahap pelaporan. Berdasarkan temuan tersebut, multimedia interaktif untuk materi sistem saraf tergolong sangat efektif dan bermanfaat dalam meningkatkan hasil belajar siswa. TPS dapat dikembangkan lebih lanjut untuk meningkatkan keterlibatan, pemahaman, dan retensi dalam konsep-konsep biologi.
Biology teachers’ preferences and key factors in adopting learning technology Ahmad Kamal Sudrajat; Agung Wijaya Subiantoro; M. Ikhsan Al Ghazi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39636

Abstract

Technology development has changed students' characteristics and learning needs. As facilitators of student learning, teachers should be able to use learning technology effectively in their classrooms. This study aimed to examine teacher preferences in using learning technology and explore key factors for using learning technology. This study used a survey design conducted on biology teachers in Yogyakarta, Indonesia. A total of 47 biology teachers participated in this study. The survey was conducted to gather information regarding demographic data, the frequency of technology usage, and teachers' preferences in utilizing technology. The preferences for technology use encompass two main aspects: teachers' experiences with technology and their future expectations. The results indicate that teachers are more interested in using learning technology on conceptual materials. Teachers suggest the development of application-based biology learning media on cell phones or laptops. The main factor for teachers to use technology is that they have sufficient basic knowledge of the learning technology they will use. Teaching experience and frequency of using technology do not affect the teacher’s factor in choosing technology. The government and universities can use the results of this study as a basis for further development of learning technology. Shifts in learning patterns and technological advances need to get attention from the government so that teacher training programs, especially those related to learning technology, can be carried out appropriately and effectively.
Digital Era Dynamics: Uncovering Self-Regulation Patterns in Science Learning Among Border Region Junior High School Students Luqmanul Hakim Abi Abdillah; Rusdiman Buhera; Agung Wijaya Subiantoro; Shafina Ade Pratiwi; Insih Wilujeng; Laifa Rahmawati
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1255

Abstract

Purpose of the study: The research objective is to provide essential insights into students' self-regulation characteristics in border regions, which can inform strategic efforts to maintain and improve their capabilities as they navigate the challenges of the digital era. Methodology: This study used quantitative research with descriptive data analysis involving 198 students from three junior high schools in Nunukan Regency. Data was collected using a self-regulation questionnaire with a Likert scale, which measured four indicators: forethought, volitional control, motivation, and self-reflection. The data was then analyzed using score and average calculations to assess the students' self-regulation profile. Main Findings: The study findings reveal that the self-regulation profile of junior high school students in Nunukan Regency is generally in the high category, with an average of 77%. The motivation indicator reached the highest level at 81%, while volitional control was the lowest at 72%. Notably, differences in self-regulation levels were observed across the participating schools and grade levels. Novelty/Originality of this study: This study provides a comprehensive understanding of the self-regulation characteristics of students in the border area of Nunukan Regency, which can serve as a basis for developing more effective learning strategies and improving the quality of education in similar contexts. The findings offer valuable insights that can inform the development of targeted interventions and support systems to cater to the specific needs of learners in border regions as they navigate the challenges of the digital era.
Analysis of students’ learning difficulties in the virus material for class X at SMAN 1 Klaten Virbiarsari, Ervika Thania; Subiantoro, Agung Wijaya
Jurnal Edukasi Biologi Vol 12, No 1 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i1.23475

Abstract

This study aims to: (1)  Determine students’ learning difficulties in class X virus material; (2) To find out the factors that cause students’ learning difficulties in the biology subject of virus material class X at SMAN 1 Klaten; (3) To find out what efforts can be made to overcome students’ learning difficulties in class X virus material at SMAN 1 Klaten. This research is a descriptive qualitative study. The research design focuses on the exploration and in-depth understanding of the factors that cause learning difficulties and the efforts to overcome them. This research was conducted at SMAN 1 Klaten, with research subjects comprising class X students and class X biology teachers. The research instruments used are interview and questionnaire guidelines, which have undergone validity and reliability testing to ensure the accuracy and consistency of the data. The interview data analysis technique used the Miles and Huberman model, and the questionnaire analysis technique used descriptive statistics. The results of this study show that students have difficulty learning viral material biology due to a lack of interest in the subject. To overcome these learning difficulties, students seek information online. The results of this study confirm the importance of developing more contextual, interactive, and technology-based learning strategies to increase students’ interest and engagement in learning about the virus.
Effectiveness of Ricosre Learning Model Using Audiovisual Media on Students' Critical Thinking Abilities and Learning Outcomes on Blood Circulatory System Material Siti Rifaatul Mahmudah; Agung Wijaya Subiantoro
Journal of World Science Vol. 4 No. 3 (2025): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v4i3.1310

Abstract

The implementation of innovative learning is essential for enhancing the quality of education, particularly in fostering students' critical thinking skills. This study endeavors to assess the effectiveness of the RICOSRE learning model, supplemented by audiovisual media, on students' critical thinking abilities and learning outcomes in the context of circulatory system material. The research methodology employed was quasi-experimental, utilizing a simple random sampling design. The research sample comprised two classes: the experimental class that engaged with the RICOSRE learning model supported by audiovisual media, and the control class that adhered to conventional learning methods. Data were acquired through tests assessing learning outcomes, observation sheets, and student feedback questionnaires. Data analysis was conducted using both descriptive and inferential statistical tests, specifically employing the independent sample t-test. The findings demonstrated a significant difference between the RICOSRE learning model supported by audiovisual media and conventional learning methods regarding critical thinking skills, indicated by a significance value of 0.000, and student learning outcomes, with a significance value of 0.006 at a 5% significance level. This outcome suggests that using the RICOSRE learning model, augmented by audiovisual media, is more effective in enhancing students' critical thinking skills and learning outcomes than traditional methods.
Implementation of Game Based Learning in Biology Learning to Improve the Ability of High School Students: A Narrative Literature Review Nida Zahra Al Banna; Agung Wijaya Subiantoro
Bioedukasi: Jurnal Pendidikan Biologi Vol 18, No 1 (2025): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v18i1.88141

Abstract

Game-based learning is a widely implemented model in biology education. This study aimed to know (1) the contribution of improving the ability of high school students after the implementation of Game-Based Learning in biology learning; (2) the types of Game-Based Learning implementation used in biology learning to improve the ability of high school students. This study used a narrative literature review to synthesize findings flexibly across diverse game-based learning models. Sixteen articles were selected from those published in the last 10 years (2014-2024). The research articles were obtained from Google Scholar, Scopus, and Garba Rujukan Digital (Garuda) databases. The analysis and narrative review results showed that implementing game-based learning in biology learning positively contributed to improving high school students’ ability in terms of critical thinking, activeness, independence, concept understanding, and cognitive learning outcomes. The form of implementing game-based learning in biology learning is highly varied, including web-based games (Kahoot, Quizziz, and Wordwall), android-based games, and traditional games (crossword and Snakes and Ladders). The findings provide actionable recommendations for biology educators to adopt game-based models tailored to student needs.
Co-Authors Abd Wahid, Nurul Bahiyah Ahmad Kamal Sudrajat Ahmad Kamal Sudrajat Anafiza, Rizqa Devi Annisa Dwi Ayu Permatasari Antasena, Muhamad Yafi B. Aptari, Zahra Aulia, Rizkykah Bevo Wahono Das Salirawati Diqna Nur Annisa Efrialda, Puspita Putri Elok Kenari Ema Aprilisa Habsari Zahwa Annissa Hadi Suwono Handziko, Rio Christy Ibrohim Iis Aprilia Arsanti Insih Wilujeng isnaeni, bekti Kintan Limiansi Kuntum Febriyantiningrum Laifa Rahmawati Luqmanul Hakim Abi Abdillah M. Ikhsan Al Ghazi Nida Zahra Al Banna Nugroho, Ahmad Iskak Nurandari*, Bellamerna Dwi Nawangsih Paidi Paidi Paidi Pambudi, Sholeh Paramita Cahyaningrum Kuswandi Pengestuti, Dian Prammudya, Reynaldi Desta Pratama, Anggi Tias Pujianto Pujianto Putri Setioningrum Putrisari, Desy Rahmania Pamungkas, Rahmania Ramadhani, Alfiah Putri Rania Pinki Anggita Ratminingsih, Ratminingsih Rifa'i, Rizal Muhammad Rindi Wahyuni Rio Christy Handziko Rio Christy Handziko, Rio Christy Rusdiman Buhera Shafina Ade Pratiwi Sholeh Pambudi Siti Rifaatul Mahmudah Slamet Hariyadi Slamet Suyanto Suratno Suratno Suratsih Suratsih Triatmanto Ummah, Azma Azizah Nurul Venty Zuslia Virbiarsari, Ervika Thania Wulan Tri Puji Utami Yuni Wibowo Yuni Wibowo