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All Journal PROSIDING SEMINAR NASIONAL Jurnal Pendidikan Biologi Indonesia Jurnal Penelitian Pendidikan UNEJ e-Proceeding Al Ibtida: Jurnal Pendidikan Guru MI Biosfer: Jurnal Pendidikan Biologi JURNAL TARBIYAH SAP (Susunan Artikel Pendidikan) Applied Technology and Computing Science Journal Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Jurnal Penelitian Pendidikan Matematika dan Sains Journal of Community Service and Empowerment Proceeding Biology Education Conference
Ahmad Kamal Sudrajat
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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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.
The effect of scaffolding inquiry-based STEM on problem-solving skills and creativity of prospective biology teacher students Dita Purwinda Anggrella; Ahmad Kamal Sudrajat; Rahmania Pamungkas; Muhammad Kashif Majeed; Mohsin Rafique
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.43817

Abstract

Background: Inquiry-based Biology learning requires adequate pedagogical support to foster the development of problem-solving skills and creativity among pre-service teachers. However, in the absence of structured guidance, students often experience difficulties in carrying out scientific inquiry processes. Integrating scaffolding within a STEM framework offers a promising approach to support more systematic and interdisciplinary learning. Objectives: This study aimed to examine the implementation of Scaffolding Inquiry-Based STEM and its association with students’ problem-solving skills and creativity in a Microbiology course. Methods: A mixed-methods approach with an embedded design was employed. The quantitative component used a one-group pretest–posttest design involving 15 students (n = 15), while qualitative data were collected through observations, interviews, and documentation to enrich the interpretation of the findings. Results: The results indicate improvements in problem-solving skills, particularly in problem identification, strategy application, reasoning, and evaluation. In addition, students’ creativity showed enhancement across multiple dimensions, including curiosity, fluency, originality, flexibility, elaboration, and risk-taking. Conclusion: These findings suggest that Scaffolding Inquiry-Based STEM is associated with the development of key 21st-century competencies among pre-service biology teachers. However, the absence of a control group limits the extent to which causal inferences can be drawn. Despite this limitation, the approach demonstrates potential for fostering more structured and meaningful Biology learning in higher education contexts.
Co-Authors - Balqis Agung Wijaya Subiantoro Ahmad Iskak Nugroho Balqis Balqis Binazir T Tuza Qiyah Ma’rufah Daning Nindya Fitri Arianti Dewi Nur Arasy Dita Purwinda Anggrella Dita Purwinda Anggrella Dwi Arianita Wulan Sari Eko Sri Sulasmi Fatchur Rahman Fera Aulia Herawati Susilo Husamah Husamah Ibrohim Kundariati, Maisuna Lihar Raudina Izzati M. Ikhsan Al Ghazi Mafazatud Diniyyah Maisuna Kundariati Mohsin Rafique Muhammad Kashif Majeed Murni Sapta Sari Nurjanah, Luluk Rahman, Fatchur Rahmania Pamungkas, Rahmania Rido Sigit Wicaksono Risma Wiharyanti Rosi Cahyaning Wulan Siti Zubaidah Siti Zubaidah Sueb Sunarmi Wicaksono, Rido Sigit Wulan, Rosi Cahyaning Zainudin bin Hassan