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All Journal Jurnal Pendidikan Biologi Indonesia
Endang Susantini
EduSTEM Center, Universitas Negeri Surabaya, Indonesia
Agriculture, Biological Sciences & Forestry

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From waste to innovation: Bioentrepreneurship skills through project-based learning in biology education Nuzula Khoiro Ummah; Nur Ducha; Dyah Hariani; Endang Susantini; Fida Rachmadiarti; Muhammad Fajar Faliasthiunus Pradipta
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.v12i1.43480

Abstract

Background: Project-Based Learning (PjBL) offers a relevant approach for linking biology education with sustainability and entrepreneurship. However, existing studies have generally examined PjBL, entrepreneurship education, and biological waste utilization separately, leaving limited understanding of how their integration can foster bioentrepreneurship. Objectives: This review aimed to analyze the role of PjBL in developing bioentrepreneurship skills, particularly through biological waste utilization. Methods: A Systematic Literature Review (SLR) was conducted on ten Scopus-indexed articles, complemented by bibliometric analysis using VOSviewer. Results: Topics such as "project" and "bioentrepreneurship" are more frequently discussed, while other themes like "implementation" and "PBL" require further exploration. The components of reflection and authentic assessment were found to be dominant factors in the development of entrepreneurial competencies. The implementation of PjBL in biological waste management creates a learning ecosystem that integrates circular economy principles with constructivist pedagogy, as well as providing real-world experience in creating products of economic value. Implementation challenges include the need for laboratory infrastructure, prototyping facilities, institutional support, and external stakeholder involvement. Conclusion: PjBL is a promising pedagogical approach for developing bioentrepreneurship competencies through sustainable, innovation-oriented learning.
Integrating local wisdom into an interactive biology e-module based on problem-based learning to develop student’s science literacy competencies Asri Nur Rizka; Fida Rachmadiarti; Widowati Budijastuti; Herlina Fitrihidajati; Endang Susantini; Zurinawati Hamzah; Dayang Rafidah Syariff M. Fuad
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44991

Abstract

Background: Students’ scientific literacy remains difficult to develop when contextual learning only presents familiar examples without engaging learners in culturally meaningful, evidence-based problem solving. Local wisdom can serve as a pedagogical bridge between students’ lived environments and scientific inquiry. Objectives: This study examined the practicality and initial effectiveness of a local-wisdom-integrated interactive biology e-module based on Problem-Based Learning (PBL) for developing scientific literacy competencies. Methods: A pre-experimental one-group pre-test–post-test design involved 36 Grade 10 students. Data were collected using an implementation observation sheet, a student response questionnaire, and a 20-item multiple-choice test mapped to the OECD competencies of explaining phenomena, evaluating and designing investigations, and interpreting data and evidence. The test was content-validated by three experts. Results: All PBL phases were implemented consistently and students rated the e-module as highly practical. Learning improved across all three scientific literacy competencies, with the strongest development in evaluating investigation methods and transforming data representations. The implementation also revealed that device compatibility and formulating evidence-based hypotheses required additional scaffolding. Conclusion: Integrating local wisdom into a PBL e-module can support meaningful scientific inquiry when local practices are used to frame problems, generate evidence, and evaluate solutions. The design is potentially transferable to other local contexts, although stronger causal evidence requires controlled and multi-site studies.
Co-Authors Asri Nur Rizka Dayang Rafidah Syariff M. Fuad Dyah Hariani Fida Rachmadiarti Fida Rachmadiarti Herlina Fitrihidajati Muhammad Fajar Faliasthiunus Pradipta Nur Ducha Nuzula Khoiro Ummah Widowati Budijastuti Zurinawati Hamzah