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All Journal Jurnal Pendidikan Biologi Indonesia Research and Development in Education (RaDEn)
Noviansyah Kusmahardhika
Graduate Institute of Science Education, National Taiwan Normal University, Taiwan
Agriculture, Biological Sciences & Forestry Education

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Determinants of students’ character and environmental concept mastery in biology learning Arifah Novia Arifin; Asham Bin Jamaluddin; H. Hardianto; Abd. Muis; Noviansyah Kusmahardhika
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.v11i3.42135

Abstract

This study explores the joint influence of sociocultural understanding, science literacy, psychomotor skills, and learning approach on the development of students’ character along with their conceptual understanding of environmental change. Using a quantitative explanatory design, this study utilized Structural Equation Modeling (SEM) to analyze data from a total of 837 high school students in South Sulawesi, Indonesia. The findings of this study show that sociocultural understanding significantly influences students’ character development. However, it does not appear to influence conceptual understanding. Meanwhile, science literacy has a dominant influence on both sociocultural understanding and character development. Learning approach significantly influences character development but negatively impacts conceptual understanding. These findings underscore the importance of integrative education, which incorporates cultural responsiveness, science literacy, and experiential learning to holistically enhance ethical values, cognitive skills, and practical competence. This study provides new insights into sustainable teaching strategies, highlighting their role in guiding individuals to be responsible for environmental change and scientifically literate.
Integrating 3C3R and 4C/ID frameworks to optimize problem-based learning in cell biology in secondary education Eka Trisianawati; Handi Darmawan; Mustika Sari; V. Prawnya; Noviansyah Kusmahardhika
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.v12i1.43697

Abstract

Background: Problem-Based Learning (PBL) promotes higher-order thinking, but in cell biology its implementation often produces cognitive overload because students must coordinate abstract organelle structures, invisible intracellular processes, and interconnected metabolic pathways across multiple representations. Existing studies rarely integrate structured problem design and task sequencing to address these specific cognitive demands. This study addressed that gap by combining the 3C3R and 4C/ID frameworks within a PBL environment. Objective: This study aimed to develop and evaluate an integrated PBL-3C3R-4C/ID instructional model for cell biology in terms of validity, practicality, and effectiveness in managing students’ cognitive load. Methods: Using a Research and Development approach based on Hannafin and Peck, followed by a pretest-posttest control group design, the study involved 231 secondary school students. Cognitive load was measured through a multidimensional scale covering intrinsic, extraneous, and germane load. Data were analyzed using descriptive statistics and paired t-tests. Results: The model demonstrated high validity and strong reliability (α = 0.91). Post-intervention results showed significant improvement in learning outcomes, accompanied by reduced extraneous load and increased germane load. Conclusion: Integrating 3C3R and 4C/ID within PBL offers a theoretically grounded and empirically supported approach for teaching complex cell biology while managing students’ working memory demands more effectively.
Unveiling the realities of STEM integration in biology: Teachers' perceptions, challenges, and classroom practices in Indonesia M. Eval Setiawan; Wilda Purnawati; Muhammad Saefi; Betaria Putra; Defita Permata Sari; Widi Cahya Adi; Dedy Dwi Putra; Futri Zakiah Apria Sapawer; Noviansyah Kusmahardhika
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.v12i1.44068

Abstract

Background: Although STEM plays a critical role in biology education, a persistent disconnect exists between Indonesian teachers' strategic knowledge and their pedagogical practices. Objectives: This study sought to examine biology teachers’ perceptions of STEM, their knowledge of implementation strategies, and their understanding of implementation challenges. Additionally, it assessed the gap between teachers’ strategic knowledge and classroom practices. Methods: A mixed-methods design employing a sequential explanatory approach was utilised, consisting of a quantitative survey of 94 high school biology teachers (purposive sampling), followed by semi-structured interviews. The 16-item instrument demonstrated reliability (Cronbach's α = 0.878). Quantitative data were analysed descriptively (means and standard deviations), while qualitative data were analysed thematically, utilising triangulation and member checking. Results: Teachers exhibited high knowledge of STEM implementation strategies (M = 4.22 ± 0.75), but reported moderate barriers to implementation (M = 3.62 ± 0.78), moderate self-confidence (≈ M = 3.16), and moderate to high STEM teaching practices (M = 3.52 ± 0.77). Interviews revealed that STEM was frequently defined as simple technology use; however, components such as engineering design, modelling, meaningful mathematics, and performance assessment were inconsistently applied, largely due to limitations in training, time, facilities, and access to technology. Conclusion: Practice-based professional development, a unified STEM framework for biology, and school support–including project time blocks and low-cost tools–are essential for translating knowledge into consistent classroom practice.
Developing a mitigation board game integrating animal and plant behavioral indicators to foster problem-solving skills Agung Wibowo; Evi Fitriana; Dinar Arsy Anggarani; Ajeng Daniarsih; Moch Dicky Novaldi; Halimatus Sa'diyah; Noviansyah Kusmahardhika
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.43840

Abstract

Background-Problem-solving skill is one of the essential 21st-century competencies that should be enhanced through contextual learning. Disaster mitigation learning in schools generally remains theoretical and has not fully encouraged students’ active participation in developing higher-order thinking skills. Objectives-This study is aim to develop a disaster mitigation board game integrating animal and plant behavioral indicators to examine its validity, practicality, and effectiveness in enhancing students’ problem solving skills. Method-This research and development employed the ADDIE model, consist of analyze, design, development, implement, and evaluate. The research subjects were 21 students of tenth-grade high school. Data were collected through media and material expert validation sheets, student response questionnaire, and problem-solving skill tests. Data were analyzed using descriptive quantitative analysis, N-Gain calculation, and paired sample t-test. Results-The validation results showed that the media obtained a score of 95% from media experts and 97% from material experts, categorized as very valid. Student responses indicated a practicality level of 92.33% categorized as very practical. The N-Gain value of 0.704 was classified as high effectiveness, and the paired sample t-test results revealed a significant improvement in students’ problem-solving skills (0.00, p<0.05) and Cohen’s d 2.65.  Conclusions-The disaster mitigation board game indicated potential effectiveness in improving students’ understanding of adaptive behavior in living organisms within disaster context, as well as fostering critical and collaborative thinking skill. Further research is suggested to use massive field trial thus develop digital version to increase interactivity and accessibility.
Co-Authors Abd. Muis Agung Wibowo Ajeng Daniarsih Arifah Novia Arifin Asham Bin Jamaluddin Betaria Putra Dedy Dwi Putra Defita Permata Sari Dinar Arsy Anggarani Eka Trisianawati Evi Fitriana Futri Zakiah Apria Sapawer H. Hardianto Halimatus Sa&#039;diyah Handi Darmawan M. Eval Setiawan Moch Dicky Novaldi Muhammad Saefi Mustika Sari V. Prawnya Widi Cahya Adi Wilda Purnawati