The development of a cognitive conflict-based ecosystem hypercontent ebook for biology learning in senior high schools

Eka Putri Azrai (Department of Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Special Capital Region of Jakarta)
Muhammad Japar (Department of Pancasila and Civic Education, Faculty of Social Science, Universitas Negeri Jakarta, Jakarta, Special Capital Region of Jakarta)
Robinson Situmorang (Department of Educational Technology, Faculty of Science Education, Universitas Negeri Jakarta, Jakarta, Special Capital Region of Jakarta)
Ade Suryanda (Department of Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Special Capital Region of Jakarta)
Syukur Eko Raharjo (Senior High School 78 Jakarta, Jakarta, Special Capital Region of Jakarta)

Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan
Vol 8, No 2 (2026): June 2026

Today's students tend to prefer autonomous learning, practical learning experiences, and visual forms of communication such as images, icons, and symbols rather than text. Therefore, learning resources should accommodate these learning preferences. This study aimed to develop a cognitive conflict-based ecosystem hyper-content e-book that is valid and suitable for use in high school biology learning. The e-book features cognitive conflict-based activities embedded in each topic, brief information corners, and self-review sections at the end of each chapter, distinguishing it from existing e-book products. The research subjects included material, media, and language experts, as well as teachers and students. Data were collected using observation sheets, interview guides, and questionnaires. Expert validation results indicated that the e-book was highly suitable for learning implementation. Student responses during the trial showed that the e-book was easy to use, provided comprehensive material coverage, was engaging, and was beneficial for learning. Teachers also evaluated the e-book positively and considered it suitable for classroom use. Based on these findings, it can be concluded that the cognitive conflict-based hyper-content e-book is valid and suitable for use in high school biology learning. Further large-scale studies are needed to empirically examine its effectiveness, particularly in teaching ecosystem concepts.Abstrak. Siswa masa kini cenderung lebih menyukai pembelajaran mandiri, pengalaman belajar praktis, dan bentuk komunikasi visual seperti gambar, ikon, dan simbol daripada teks. Oleh karena itu, sumber belajar harus mengakomodasi preferensi belajar ini. Penelitian ini bertujuan  mengembangkan ebook hiperkonten ekosistem berbasis konflik kognitif yang valid dan layak digunakan dalam pembelajaran biologi di SMA. E-book ini menampilkan aktivitas berbasis konflik kognitif yang tertanam di setiap topik, sudut informasi singkat, dan bagian tinjauan mandiri di akhir setiap bab, yang membedakannya dari produk e-book yang sudah ada. Subjek penelitian meliputi ahli materi, media, dan bahasa,serta  guru, dan siswa. Data dikumpulkan menggunakan lembar observasi, panduan wawancara, dan angket. Hasil validasi ahli menunjukan bahwa e-book layak digunakan dalam pembelajaran. Tanggapan siswa selama uji coba menunjukkan bahwa e-book mudah digunakan, memberikan cakupan materi yang komprehensif, menarik, dan bermanfaat untuk pembelajaran. Guru juga memberikan respon yang sama bahwa ebook sangat layak digunakan dalam pembelajaran. Berdasarkan data yang diperoleh, dapat disimpulkan bahwa ebook hiperkonten berbasis konflik kognitif ini valid dan layak digunakan dalam pembelajaran biologi di SMA. Perlu dilakukan uji coba skala besar untuk membuktikan secara empiris efektivitas produk dalam pembelajaran biologi kususnya materi ekosistem.