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INDONESIA
Jurnal Bioedukatika
Published by Universitas Ahmad Dahlan
ISSN : 23386630     EISSN : 25415646     DOI : 10.26555
Core Subject : Education,
Education
"JURNAL BIOEDUKATIKA" focuses on the publication of the results of scientific research related to the field of Biology Education. The article published on the internal and external academic community UAD especially in Biology Education. "JURNAL BIOEDUKATIKA" publishes scholarly articles in biology education scope covering: biology curriculum, teaching biology, instructional media, and evaluation. Published article published is the article the results of research, studies or critical and comprehensive scientific study on important issues and current job descriptions included in the journal.
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Articles 6 Documents
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Search results for , issue "Vol 9, No 2 (2021)" : 6 Documents clear
TPACK perception analysis of teachers in facing 21st-century learning Handi Suganda; Riandi Riandi; Widi Purwianingsih
JURNAL BIOEDUKATIKA Vol 9, No 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i2.17788

Abstract

This study aims to analyze and identify teachers 'perceptions of TPACK that can influence teachers' knowledge and understanding of 21st-century learning. The research method used in this research is the survey method with a cross-sectional research design. The research subjects consisted of 25 biology teachers with different teaching experiences ranging from learning experience ages less than 5 years to more than 15. The results showed that biology teachers with TPACK perceptions were quite good. Teachers 'perceptions of 21st-century learning are constrained by aspects of understanding students' abilities on creativity and critical thinking indicators. The consideration of teaching according to the skills demands of the 21st century is quite good. Teachers with low teaching experience still have less understanding of the latest learning technology. Each range of teacher teaching experiences has different abilities and perceptions and considerations of 21st-century learning that can become the foundation of teachers in implementing learning in the 21st century that puts forward the 4Cs aspect.
Teleological vs. Scientific views of evolution theory among high school biology teachers in Argentina, Brazil, and Uruguay Heslley Machado Silva; Gonzalo Pealoza; Robert A. Michaels; Graa S. Carvalho
JURNAL BIOEDUKATIKA Vol 9, No 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i2.20715

Abstract

This study explored the degree to which High School biology teachers in three Latin American countries embraced the religious concept of teleology or used it to motivate religious students to accept Darwinian evolutions scientific theory. The countries were (in increasing religiosity order): Uruguay, Brazil, and Argentina. We administered a one-item questionnaire to teachers in each country. It inquired how strongly teachers agreed or disagreed with the test statement: The emergence of the human species (Homo sapiens) was the aim of the evolution of living species. High School biology teachers acceptance and use of teleology was minimal in all three countries and related neither to their own religious beliefs nor to their countrys degree of religiosity. We followed up with interviews of a subsample of 10 participating teachers in each country. Interviews were interpreted using Collective Subject Discourse (DSC) analysis. Teachers in Argentina and Uruguay reported difficulty overcoming students anti-science attitudes, especially their anti-evolution attitudes. We conclude that improvement of pedagogical strategies is needed to motivate student acceptance of Darwinian evolution. Such strategies must appeal especially to students with highly religious upbringing, who disproportionately repudiate evolution and other scientific theories that are unpopular among highly religious people.
Local wisdom-based teaching materials to improve student problem-solving Siti Sriyati; Findi Septiani; Kadek Sera Harlistya Udayani; Amprasto Amprasto
JURNAL BIOEDUKATIKA Vol 9, No 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i2.17951

Abstract

Improving students' problem-solving skills can be done through teaching materials. Teaching materials used in schools throughout Indonesia have not been integrated with local potential or wisdom. This research aims to develop teaching materials based on local wisdom to improve students' problem-solving abilities. The local wisdom raised in the teaching materials is the local wisdom of agriculture in Binjai Medan and the Balinese environment based on the local wisdom of the Tumpek Wariga ceremony. The development of teaching materials uses the ADDIE design model (Analyze, Design, Develop, Implement, Evaluate). The implementation phase uses a quasi-experimental method with a non-equivalent control group design in a high school located where the local wisdom applies. The results showed that the feasibility test of teaching materials and the readability test showed that teaching materials based on local agricultural wisdom in Binjai were 83.643% (very feasible) and 77.13% (high). In contrast, environmental teaching materials in Bali were based on local wisdom Tumpek Wariga. Successively very feasible (88.10%) high (95.39%). Students' problem-solving ability has increased with an N-gain of 0.67 (medium) on teaching materials based on local agricultural wisdom in Binjai and 0.71 (high) in Balinese environmental teaching materials based on Tumpek Wariga. The study results showed that teaching materials based on local wisdom of Agriculture in Binjai and Tumpek Wariga in Bali were valid and could improve students' problem-solving skills on Ecosystem and Environmental Change materials.
Meta-Analysis: An integrative approach to Islamic values in biology learning Viina Miratun Nisa; Ria Yulia Gloria; Mujib Ubaidillah
JURNAL BIOEDUKATIKA Vol 9, No 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i2.18743

Abstract

One example of an integrative approach in learning is the integration of Islamic values in Biology learning. This article describes and analyzes the influence of Islamic values in Biology learning. The results of the study are a summary of the available empirical evidence about the effect of integrating Islamic values in Biology learning. This study uses a meta-analysis method, the articles analyzed are 15 articles that meet the requirements of 57 articles that have an integrative approach to Islamic values. The results showed that the integration of Islamic values in Biology learning had a large effect with an effect size of 3.50. For education level, the largest effect size is at the high school education level (3.74), for the provision of action the largest effect size is for the Hypno-teaching method (5.13), for the use of the dependent variable the largest effect size is on the dependent variable mastery of concepts (4.70), while for Biology material, the largest effect size is on the material of the reproductive system (5,08). The results of the research as a whole conclude that the integrative approach of Islamic values in biology learning is effective for use, especially at the high school level, in the Hypno-teaching method, in mastering concepts, and reproductive system materials.
Peat Ecosystem: Teachers' knowledge and perception, and its integration in learning biology Bambang Hariyadi; Agus Subagyo; Winda Dwi Kartika
JURNAL BIOEDUKATIKA Vol 9, No 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i2.19977

Abstract

The improper uses of peatlands degrade the lands, making them vulnerable to fire. Restoration and conservation of Indonesian peatlands have not succeeded, yet the forest fires tend to increase in severity and frequency. Therefore, it is urgent to have more systematic efforts to conserve the peatlands through education, mainly in schools. This study aims to assess the knowledge and perceptions of high school biology teachers about the peatland ecosystem and identify the potential for integrating peatland-associated materials in learning biology. Data and information were collected through observation, online questionnaires, literature reviews, and focus group discussions. The data were analyzed qualitatively to reveal the biology teacher's knowledge and perceptions about peatlands. Although peatland is a vital resource on the east coast of Jambi Province, most biology teachers in the region do not have good knowledge about peatland. However, the teachers aware of the importance of integrating peatland material in learning biology. They argue that the integration facilitates students to understand the surrounding environment, including the peatland.  Therefore, in the long run, they could actively involve in protecting and conserving the peatland. This research has identified several peatlands-associated materials that are relevant to be integrated into biology learning.
Students argumentation quality and argumentation skill biology education student Astuti Muh Amin; Romi Adiansyah; Noor Hujjatusnaini
JURNAL BIOEDUKATIKA Vol 9, No 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i2.20675

Abstract

The ability to give arguments is very essential for students in order that they can take more roles in various aspects of life. The quality of students' arguments can be reflected in their ability to accommodate higher-order thinking skills to generate an argument. This study aims at analyzing students ability to make arguments and the quality of their arguments after the implementation of Reading, Questioning and Answering (RQA), ADI (Argument-Driven Inquiry), RQA integrated with ADI, and conventional learning strategies. This research is a survey research using a descriptive quantitative approach. The subjects of this research were the Biology Education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi, consisting of 92 students. The collected data were in the form of students argumentation skill data obtained from the observation sheets in each class through the implementation of RQA strategy, ADI strategy, RQA integrated with ADI strategy, and conventional learning strategy on animals Physiology learning. The results of this research showed that the quality of students' arguments at the implementation of RQA, ADI, RQA integrated with ADI learning strategies was at the level of application, analysis, evaluation, and creation, while at the implementation of conventional learning their argumentation quality was at the level of memorizing and understanding.

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