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All Journal Jurnal Pendidikan Biologi Indonesia
Intan Nurnilam Sari
Department of Biology, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Indonesia
Agriculture, Biological Sciences & Forestry

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The complexity science problem-based learning: Correlation of science literacy and concept mastery to problem-solving skills Intan Nurnilam Sari; Susriyati Mahanal; Sitoresmi Prabaningtyas
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.35793

Abstract

Science and technology are rapidly developing in the 21st century which requires educators to facilitate real-life problem-based learning activities and the application of science that can stimulate problem-solving skills with science considerations. This research aims to determine the correlation of science literacy and concept understanding with students' problem solving skills and variables that are more influential in improving problem solving skills. The research sample consisted of 34 students of eleventh class of State Senior High School (SSHS) 6 of Malang who took Biology as an elective subjects. The variables measured in this study, namely predictor variables (science literacy and concept understanding), and criterion variables (problem solving skills). The data of the three variables were obtained from an essay test at the end of the lesson and then analyzed using multiple linear regression test. The results showed that the predictor variables (science literacy and concept mastery) gave a relative contribution to problem solving skills with a percentage of 72.1% and 27.9%, respectively. Science literacy variable is more influential on improving problem solving skills than concept mastery. The results of this study indicate a positive correlation between science literacy and concept understanding with problem solving skills.
Transform your class! Bridging the concepts of indigenous knowledge and biotechnology education Intan Nurnilam Sari; Siti Zubaidah; Susriyati Mahanal; Hadi Suwono
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41877

Abstract

Biotechnology education in many contexts remains dominated by Western-oriented scientific paradigms, leading students to engage with abstract laboratory-based concepts while overlooking the rich local knowledge that forms the cultural and scientific foundations of their communities. This study explores the transformative learning experiences of high school students through the integration of Indigenous Knowledge into biotechnology education in Indonesia. The urgency of this research lies in the need to decolonize science education and make it more relevant to cultural contexts often marginalized in formal curricula. Using an ethnographic case study approach, data were collected through classroom observations, student reflections, interviews with students and community elders, and analysis of student projects focusing on the utilization of traditional nira sap in Lamongan. The participants were 36 tenth-grade students from SMAN 1 Paciran, East Java. Findings show that transformative learning occurred through students’ dynamic interactions with cultural “other(s)” in history, in memory, and with intimacy. These interactions led students to challenge their taken for granted assumptions about science, culture, and identity. This article contributes to the discourse on transformative education by illuminating how local cultural knowledge can serve as a catalyst for personal and epistemological transformation in science education.
Co-Authors Hadi Suwono Siti Zubaidah Sitoresmi Prabaningtyas Susriyati Mahanal