Jurnal Bioedukatika
"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.
Articles
274 Documents
<![CDATA[Guided inquiry model assisted HOTS-Based worksheet for critical thinking ability in online learning during pandemic covid-19 ]]>
<![CDATA[Dina Maulina]]>;
<![CDATA[Via Aini]]>;
<![CDATA[Berti Yolida]]>;
<![CDATA[Rini Rita T Marpaung]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i1.21532
<![CDATA[The 21st century education requires students to have critical thinking skills. This research aim was to analyze the influence of the guided inquiry learning model assisted by student worksheets based on Higher Order Thinking Skills (HOTS) on students' critical thinking skills during online learning at Senior High School 1 Gadingrejo class XI Science Major. This research uses a quasi-experimental design with a pretest-posttest non-equivalent control group design. The samples in this study were students of Natural Science Major class, XI Science Major 2 as the control class, and XI Science Major 7 as the experimental class which was selected through purposive sampling technique. The research data consist of quantitative and qualitative. Quantitative data in the form of the average score of pretest, posttest, and N-Gain as a result of critical thinking skills were analyzed by independent sample t-test (α=0.05) using SPSS 25.0 For Windows. The results showed that there was a significant effect of application of the HOTS-based guided inquiry learning model on students' critical thinking skills during online learning (Sig. 0.010 < 0.05). The experimental class N-gain value of 0.65 is classified as medium category. Qualitative data in the form of a questionnaire on the implementation of online learning with an average percentage result of 64.2% which is included in the strong category. A total of 92% of students agree that the difficult questions in the HOTS-based worksheets help improve critical thinking skills. Therefore, the guided inquiry learning model assisted by HOTS-based worksheet student has an effect on students' critical thinking skills during online learning.]]>
<![CDATA[Critical thinking and representation skills of biology students: Are they related? ]]>
<![CDATA[Any Fatmawati]]>;
<![CDATA[Siti Zubaidah]]>;
<![CDATA[Sutopo Sutopo]]>;
<![CDATA[Susriyati Mahanal]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i1.21605
<![CDATA[Critical thinking skills are relevant skills in the contemporary industrial 4.0 era. The current study aimed to investigate the correlation between critical thinking and representation skills and the extent to which the two variables are related. This study was conducted at UNDIKMA and UNW Mataram, West Nusa Tenggara, Indonesia between March and August 2020. It involved 62 students from the Department of Biology Education. The research data were gathered using essay questions on Plant Physiology. Data analysis was performed using the Pearson correlation test, followed by a simple linear regression analysis. The statistical analysis showed a correlation between critical thinking and representation skills among biology students (r = 0.948, p < 0.001, N = 62). The correlation was positive with regression equation Y = 12.122 + 0.835x. Therefore, educators are advised to promote critical thinking in the classroom to support student representation skills.]]>
<![CDATA[Revealing the relationship between acceptance and understanding of evolution through NOS (Nature of Science)-based learning ]]>
<![CDATA[Shefa Dwijayanti Ramadani]]>;
<![CDATA[Ika Sukmawati]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i1.21622
<![CDATA[Evolution is considered the central and unifying theme of the discipline of Biology. Yet, some debates refusing the theory of evolution raise and lead to a problem in understanding the evolution process. This study aimed to examine the relationship between acceptance and understanding of the concept of evolution in pre-service biology teachers with solid religious and educational backgrounds. A correlational design was employed in this current study. The study subjects were students of the Biology Education Department of Universitas Islam Madura, which has implemented NOS (Nature of Science)-based learning. All subjects are Muslims, and 86.84% pursued their education in Islamic boarding schools. The data was measured using MATE (Measure of Acceptance of the Theory of Evolution) and ECK (Evolution Content Knowledge). The study’s findings indicate a significant relationship between acceptance and understanding of the concept of evolution. In addition, the acceptance of the concept of evolution contributed 63.6% towards the understanding. These findings suggest that acceptance of evolution is essential to understand it and that teaching evolution by implementing NOS-based learning is a necessary step to improve students’ acceptance and understanding of the concept of evolution.]]>
<![CDATA[Citizen science project’s contributions to species literacy for pre-service biology teacher ]]>
<![CDATA[Ipin Aripin]]>;
<![CDATA[Topik Hidayat]]>;
<![CDATA[Nuryani Rustaman]]>;
<![CDATA[Riandi Riandi]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i1.21646
<![CDATA[This study aims to describe the contribution of the Citizen Science Project (CSP) program to the species literacy of pre-service biology teachers. Using a quasi-experimental method with a Citizen Science (CS) approach, this study involved 82 participants from two campuses who were recruited voluntarily in two different projects. A total of 68 participants were involved in Project I (monitoring of insect pollinators of mango (Mangifera indica) inflorescence) and 14 participants were involved in Project II (monitoring of butterflies in citrus (Citrus amblycarpa) plantations). Species literacy test and a questionnaire were used as data collection instruments. The species literacy test consists of 14 items of species identification questions for Project I and 12 items of species identification questions for Project II. The questionnaire was used to determine the perception and evaluate the learning outcome (LO) of the CSP program. The data were analyzed statistically and described according to the research findings. The results showed that species literacy in pre-service biology teachers improved in the moderate category. Most participants perceived that the CSP program could improve knowledge, attitudes, and skills about species. The LO evaluation of the CSP program showed that the indicator of participants' interest in science and environment increased higher than the others. The program can be used as an alternative in increasing species literacy in the public.]]>
<![CDATA[Field trips based on a focused strategy to stimulate the improvement of students' problem-solving skills on ecosystem materials ]]>
<![CDATA[Saefudin Saefudin]]>;
<![CDATA[Ari Permana]]>;
<![CDATA[Amprasto Amprasto]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i1.20875
<![CDATA[Improving problem-solving skills has been promoted as a helpful strategy in student learning in the 21st century. Field trips are a learning method that can encourage students to interact directly with natural objects in nature. The learning method is expected to improve students' problem-solving skills. In this case, this research was conducted to find the effect of field trips on improving students' problem-solving skills based on a focused strategy. This research is quasi-experimental research using pre-test and post-test designs. The participants in this study were students from two tenth grades of SMAN in Pameungpeuk, Garut, during the 2019/2020 school year. The data obtained were analyzed using the average comparison test, namely the t-test (for parametric data) and the Mann-Whitney test (for non-parametric data) with a value of 0.05. Based on the analysis, the problem-solving skills of students in the two classes increased in the medium category, and there was a significant difference in the problem-solving skills of students in the two classes with a significant value of 0.044. Thus, it can be concluded that a focused strategy-based field trip affects problem-solving skills and can stimulate the improvement of students' problem-solving skills on ecosystem materials. Therefore, a field trip with a focused strategy can potentially be an alternative method for teachers in high school to improve students' problem-solving skills on ecosystem materials.]]>
<![CDATA[Relationship of metacognitive skills, critical thinking, and students' knowledge of ecosystem concepts ]]>
<![CDATA[Ary Indaryanti Prihatin]]>;
<![CDATA[Ratna Komala]]>;
<![CDATA[Rizhal Hendi Ristanto]]>;
<![CDATA[Much Fuad Saifuddin]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i2.23397
<![CDATA[Metacognition and knowledge of ecosystem concepts with critical thinking is a self-learning process of critical learning toward certain objects, which are ecosystem components. The research analyzes the relationship between metacognitive skills, knowledge of ecosystem concepts, and critical thinking skills. The research is carried out at MAN 1 Tangerang from May to August 2021, involving 65 Class XI IPA-1 and XI IPA-2 students. The students are selected using a simple random sampling technique. The instrument consists of variables of metacognitive ability (X1), knowledge of ecosystem concepts (X2), and critical thinking (Y), each of which consists of 15 description questions. Thus, the total number of research samples is 195. The instrument used is an essay test that is distributed online and offline. The research method is a correlation study. The results indicate that there is no positive relationship between metacognitive skills and critical thinking with a correlation of 0.016, there is a positive relationship between knowledge of ecosystem concepts and critical thinking with a correlation of 0.490, and there is a positive and simultaneous relationship between metacognitive skills and knowledge of ecosystem concepts and critical thinking.]]>
<![CDATA[Effects of online learning on digital literacy during the covid-19 pandemic ]]>
<![CDATA[Astuti Muh Amin]]>;
<![CDATA[Fitriyah Karmila]]>;
<![CDATA[Romi Adiansyah]]>;
<![CDATA[Noor Hujjatusnaini]]>;
<![CDATA[Ahmad Yani]]>;
<![CDATA[Lilin Ika Nur Indahsari]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i2.23718
<![CDATA[Misconceptions are important to know so that future learning can be Digital literacy is one of the skills needed in preparing students to face the challenges of the 21st century. During the Covid-19 pandemic, digital activities have expanded and are increasing because many people have to turn to online alternatives, including teaching and learning activities in schools. The purpose of this study is to identify the effects of online learning on digital literacy during the Covid-19 pandemic. This research is quantitative. The study population was all students at the Senior High School of Ternate City, North Maluku, Indonesia. The research sample was 56 students at State Senior High School 4 of Ternate and State Senior High School 6 of Ternate, North Maluku, Indonesia. The research instruments used in this study were digital literacy instruments, questionnaires on student responses to online learning, questionnaires on learning motivation, and student activity observation sheets. All previous research instruments have been validated by experts and empirically validated. All research instruments have been declared valid and reliable. The results showed that the average score of digital literacy was in the medium category. The hypertext direction guide dimension has the lowest mean score compared to the three dimensions of digital literacy measurement. Digital literacy skills still need to be improved through the empowerment of active and innovative learning models integrated with IT.]]>
<![CDATA[Assessment of student concept maps on environmental pollution subjects during the pandemic covid-19 ]]>
<![CDATA[Sunarni Sunarni]]>;
<![CDATA[Sri Widoretno]]>;
<![CDATA[Puguh Karyanto]]>;
<![CDATA[Bowo Sugiharto]]>;
<![CDATA[Sri Dwiastuti]]>;
<![CDATA[Chandra Adi Prabowo]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i2.23782
<![CDATA[The ability to compile concept maps is strongly influenced by the knowledge possessed. This research aims to describe students' Concept Maps scores on environmental pollution during the Covid-19 pandemic. This research includes a quantitative descriptive using a survey method with a population of 210 high school students. Data collection uses a Google form that asks students to make Concept Maps at the end of learning environmental pollution material. The researcher then assesses and determines the score of each student. Student scores are then combined and an average is obtained. The results showed that the largest percentage was owned by a valid relationship component of 9.75%, followed by a hierarchical component with a percentage of 7.34% and a branching component with a percentage of 3.42%. The pattern component is the fourth component with a percentage of 1.31%, followed by an example component with a percentage of 1.30% and the last component is a crosslink with a percentage of 0%. Acquired student concept map scores can be used to assess student learning outcomes so it is hoped that this research can be an evaluation material for students and teachers.]]>
<![CDATA[Misconceptions on biodiversity and protist using Three-Tier multiple-choice diagnostic tests ]]>
<![CDATA[Nurul Amrina Rosada]]>;
<![CDATA[Herawati Susilo]]>;
<![CDATA[Abdul Gofur]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i2.22102
<![CDATA[Misconceptions are important to know, so that future learning can be improved. This study aims to identify students' misconceptions on the subject of Biodiversity and Protists. This type of research is descriptive quantitative. The sampling technique used in this study was purposive sampling, considering that students who had studied the material on Biological Diversity and Protists had not identified misconceptions and the geographical location of the research site. The research subjects were students of class X SMA Negeri in Kampar Regency, each in two classes, with a total sample of 405 students. The instrument used in the study was a Three-Tier Multiple Choice Diagnostic Test. The study results concluded that the average Percentage of students who had misconceptions about the material on Biodiversity was 32.44% (medium category), and the material Protista was 31.56% (medium category). In the material on Biological Diversity and Protists, many students experience false-negative misconceptions, which means that the information possessed by students is little or incomplete.]]>
<![CDATA[Effects of team-teaching on senior school students’ achievement in adaptation in Ilorin, Nigeria ]]>
<![CDATA[Mulkah Adebisi Ahmed]]>;
<![CDATA[Ganiyu Bello]]>;
<![CDATA[Hafsat I. Alabi]]>;
<![CDATA[Musa M. Sulaiman]]>;
<![CDATA[Aduke R. Ahmed]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i2.22235
<![CDATA[This study analyzed the effects of Team Teaching on Senior School Students’ Achievement in Adaptation. A 20-item multiple-choice question entitled Adaptation Achievement Test (AAT) was validated and distributed to 99 students that participated in the study. The equivalent of the groups was determined before the commencement of the study through pretest administration. A quasi-experimental design was adopted, hypotheses one and two were tested using paired sample t-test, while three were tested using ANCOVA. The result showed no statistically significant difference in students' achievement in adaptation when exposed to team teaching. The study also discovered a non-statistically significant difference in the achievement of males and females; and in the achievement of the low, medium, and high-scoring students when exposed to the team-teaching method. Based on the findings, the study concluded that team teaching did not enhance students’ learning; also, male and female students did not differ in achievement when the team-teaching learning strategy was used. One recommendation for the study is that teachers should use combined teaching methods as an effective strategy in teaching senior school students’ adaptation to biology.]]>
