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All Journal Journal of Education and Learning (EduLearn) Prosiding Pendidikan Sains Jurnal Pendidikan Biologi Indonesia Indonesian Journal of Science and Mathematics Education JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) EduNaturalia: Jurnal Biologi dan Kependidikan Biologi International Journal of Education and Teaching Zone SEAQIS Journal of Science Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Biodik: Jurnal Ilmiah Pendidikan Biologi
Rahmania Pamungkas, Rahmania
Department Of Biology Education, Faculty Of Mathematics And Natural Sciences, Universitas Negeri Yogyakarta, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Collaborative and Reflective Learning Approaches in Biology Teacher Preparation: Emerging Insights and Future Directions Marlina, Reni; Yuenyong, Chokchai; Hamdani, Hamdani; Pamungkas, Rahmania; Zb, Aminah
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.524

Abstract

This study aims to analyze research trends and characteristics related to collaborative reflective learning in educational contexts, particularly among pre-service biology teachers, and to recommend courses that align with this strategy. The method used in this study was a Systematic Literature Review (SLR). The researchers reviewed 33 scientific articles selected based on the criteria of being in English, published in reputable journals indexed by Scopus, and published between 2000 and 2025. The results revealed a significant increase in publications on this topic since 2018, with a peak in 2020 and 2024, which may have been influenced by the COVID-19 pandemic and the application of technology in online learning. The results also revealed that the concept of "collaborative" is often associated with professional identity, teaching and learning processes, and teacher competency development. Overall, research trends indicate that collaborative reflective learning is a strategic approach to professional development and pedagogical innovation. These strategies are crucial for preparing pre-service biology teachers who are adaptive and competent. This approach not only deepens understanding of biological concepts but also enhances critical thinking, problem-solving, and reflective skills. Through the implementation of this strategy, prospective teachers are expected to develop strong pedagogical competencies and be ready to face the challenges of 21st century education.
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.
AKTIVITAS ANTIBAKTERI NANOPARTIKEL PERAK HASIL BIOSINTESIS Plantago major L.: KAJIAN BIOLOGIS DAN IMPLIKASINYA DALAM PEMBELAJARAN KONTEKSTUAL Saefi, Muhammad; Adi, Widi Cahya; Pamungkas, Rahmania; Sudrajat, Ahmad Kamal; Setiawan, M. Eval
EduNaturalia: Jurnal Biologi dan Kependidikan Biologi Vol 6, No 2 (2025)
Publisher : FKIP Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/edunaturalia.v6i2.97079

Abstract

Science learning in higher education is often detached from students' cultural context, thus reducing the relevance of the material and scientific concepts being learned. This study aims to examine how student involvement in a biosynthesis experiment of silver nanoparticles (AgNPs) from Plantago major L. and its antibacterial activity testing can improve students' understanding and attitudes regarding cultural context and science content. The study used a mixed-methods approach involving 34 Biology students in a series of laboratory activities, pretest-posttest knowledge evaluations, and narrative reflections. The characterization results showed an absorbance peak of AgNPs at 460 nm and indicated nanoparticles with uniform size. Meanwhile, AgNPs showed higher antibacterial activity against Staphylococcus aureus than Salmonella typhi. Bayesian paired t-test analysis showed a significant increase in students' knowledge scores, and narrative reflections revealed a strengthening of attitudes towards recognizing culture as a source of science learning. These findings indicate that local resource-based laboratory learning activities are not only biologically relevant but also effective in shaping students' scientific understanding and are culturally meaningful.
Co-Authors Adi, Widi Cahya Agung Wijaya Subiantoro Ahmad Saifulloh Aminah Zb Amining Rahmasiwi Arya Fitra , Rahmat Dewi Puspitasari Dian Tauhidah Erfina, Erfina Ernawati Ernawati Fadloli, Fadloli Hadi Suwono Hamdani . Hamdani Hamdani Herawati Susilo Ibrohim Ibrohim M. Eval Setiawan Mualimin Mualimin Muhammad Saefi Mulyono Mulyono Riezky Maya Probosari Risma Risma, Risma Rismayanti , Rismayanti Sari, Tri Maniarta Sumarjoko, Tri Tri Maniarta Sari Ummi Nur Afinni Dwi Jayanti Yuenyong, Chokchai