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The Effectiveness of Problem-Based Learning Model in Improving Students' Critical Thinking Skills in Biotechnology Material Halimatus Sadiah, Siti; Sarwo Danuji; Hanif Rafika Putri
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53713

Students must possess the essential 21st-century skill of critical thinking, especially in the study of biotechnology, which includes more complicated subject matter and contextual topics like GMOs and bioethics. The use of traditional learning methods, which are still the norm, is less effective in fostering these skills because there is little student participation. Problem-Based Learning (PBL) is an innovative solution that emphasizes real-world problem-based learning that is both collaborative and exploratory. The purpose of this study is to determine how well the PBL model improves students' critical thinking skills in biotechnology topics. The study, which included two XI IPA classes at Satya Dharma Jember High School, employed a quantitative approach with a quasi-experimental design (pretest-posttest control group design). The experimental class (32 students) received PBL-based education, while the control class (32 students) received instruction using traditional methods. A test of critical thinking skills based on Ennis' indicators is the tool utilized. The findings revealed a notable improvement in both groups, with the experimental group scoring higher (24.50 points) than the control group (12.25 points). The paired sample t-test revealed a notable improvement (p < 0.05), while the independent sample t-test showed a significant difference between the groups (t = 4.78; p = 0.000). According to this study, PBL is successful in fostering critical thinking skills because it provides an active, contextual, and reflective learning experience. As a result, PBL is advised as a learning technique for subjects like biotechnology that require critical thinking.

Students’ Problem-Solving Ability through Problem-Based Learning and Ricosre Learning Model in Modern Biotechnology Fatmawati, Umi; Utomo, Tegar Budi; Nurmiyati
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53731

Problem-solving abilities is important to master so that students can analyze problems, evaluate scientific information, and make decisions based on data. Problem-solving ability can be empowered through interactive learning models. This study aims to determine students' problem-solving ability differences with the Problem-Based Learning model and the Ricosre model on modern biotechnology material. This study used a quasi-experimental research method with a pretest-posttest control group design conducted at SMAN 3 Sukoharjo. The instruments used in this study were problem-solving ability test questions, observation sheets, and student interviews. The results showed a difference in problem-solving ability in classes with PBL and Ricosre models based on the Ancova test results of 0.00. Furthermore, the N-Gain test found that the Ricosre model resulted in an increase in students' problem-solving ability of 0.556 which is classified as moderate is higher when compared to the Problem-Based Learning model, which resulted in an N-Gain test value of 0.361 which is classified as moderate. These findings confirm that the Ricosre learning model is effective in improving students' problem-solving abilities and can be applied to other science subjects in secondary schools and universities because this model involves discovering alternative strategies based on prior experiences gained through intensive discussion and repeated problem-solving, there by familiarising students with problem-solving that promotes the mastery of 21st-century skills

Implementation of Game-Based Assessment Media 'SPEDU' to Measure Conceptual Understanding of Ecology and Biodiversity among 7th Grade Junior High School Students in Yogyakarta Amalia Haq; Eka Dahliani; Laila Munazad; Nur Zamzam Yuniar Faisal; Maryati; Ismail Fikri Natadiwijaya
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53735

This study aims to describe the effectiveness of using the game-based assessment media "SPEDU" (Spinner Education) in measuring and improving students’ conceptual understanding of ecology and biodiversity material among seventh-grade students at a public junior high school in Yogyakarta. The research method employed in this study is descriptive quantitative with a pre-experimental approach, using a one-group pretest-posttest design. The implementation of the SPEDU media improved students' conceptual understanding, with an average posttest score of 8.00. This indicates that the application of SPEDU had a positive effect in enhancing students' conceptual understanding of ecology and biodiversity. The standard deviation results also showed that the posttest scores were more homogeneous compared to the pretest scores, suggesting that SPEDU was effective in improving students' understanding more evenly across the class in this subject matter. In addition, N-gain analysis indicated that the N-gain score for the ecology and biodiversity content was in the high category (0.86). The results of the Paired Sample t-Test analysis also indicated a significant difference between the pretest and posttest scores, confirming that the use of SPEDU had a significant impact on improving students’ conceptual understanding. Therefore, SPEDU is effective as an engaging and enjoyable learning tool that encourages students to develop a deeper understanding of ecological and biodiversity concepts.

The Effectiveness of Discovery Learning-Based Biodiesel Production Practice in Improving Students’ Creative Thinking Skills on Renewable Energy Subject Matter Faisal, Nur Zamzam Yuniar; Dadan Rosana; Insih Wilujeng; Laifa Rahmawati
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53737

This study aims to determine the effectiveness of biodiesel production practice in enhancing the creative thinking skills of eighth-grade students at junior high school in Sleman in the renewable energy topic. The research employed a pre-experimental design with a one-group pretest-posttest approach. The sample consisted of 25 students selected purposively from one class. The instrument used was a creative thinking skills test covering indicators of flexibility, fluency, originality, elaboration, and sensitivity to problems. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, n-Gain calculation, and effect size measurement. The results showed an improvement in students’ creative thinking skills with a medium category n-Gain and a very large effect size (1.84), along with a significant difference between pretest and posttest scores (p < 0.05). The biodiesel production practice proved effective in developing students’ creativity. This study provides important implications for developing practical-based learning methods that are relevant to environmental and renewable energy issues.

Profile of Critical Thinking Skills of Class VIII Students at SMPN Bulukumba in Learning Science Material on the Human Respiratory System Haq, Amalia; Insih Wilujeng; Laifa Rahmawati
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53739

This study aims to assess and improve students' critical thinking skills in science education, specifically focusing on the human respiratory system. The research was conducted with grade VIII students at SMPN 31 Bulukumba, using a set of 10 multiple-choice questions developed based on the critical thinking skill indicators outlined by Facione (2020), including interpretation, analysis, evaluation, inference, and explanation. The results show that students' critical thinking skills were generally in the moderate category, with the highest scores in the evaluation indicator and the lowest scores in the interpretation and inference indicators. The study suggests that the use of Problem-Based Learning (PBL), supported by video-based learning, inquiry-based methods, and tools like Canva, can significantly enhance students' critical thinking abilities. Additionally, the integration of visual aids such as 3D animations can help students better understand complex concepts. The study emphasizes the importance of selecting effective teaching strategies that foster higher-order thinking skills and improve students' performance in interpreting, analyzing, and explaining scientific concepts. These strategies can enhance students' critical thinking skills, equipping them for the challenges of the 21st century.

Development of Problem Solving E-Modules to Improve Critical Thinking Skills and Learning Outcomes on Human Body Organ System Material Ita Trisna Prasetyaningrum; Pramudya Dwi Aristya; Bevo Wahono
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53745

This study aims to develop a valid, practical, and effective problem-solving-based e-module on the material of the human body organ system. This study uses the Research and Development (R&D) method with the 4D model. The problem-solving-based e-module shows high validity of 91.4%. The developed e-module gets an average percentage of 87.5% with a very practical category in the small class trial and 88.6% in the large class and is declared practical. The e-module developed in the small class gets a learning outcome test and critical thinking skills with an average n-gain score of 0.76 and 0.77 with a high category. In the large class, it gets a learning outcome test and critical thinking skills with an average n-gain score of 0.75 and 0.78 with a high category. Very good criteria are also obtained in filling out the student response questionnaire by producing an average percentage of 87% in the small class and an average percentage of 86% in the large class. Thus, the problem-solving-based e-module on the material of the human body organ system is considered feasible to be used in the learning process.

Development of E-LKPD Using Canva Based on Problem-Based Learning on Respiratory Material to Improve Critical Thinking Skills and Learning Outcomes of Elementary School Students Siti Khodijah Khodijah; Slamet Hariyadi; Jekti Prihatin
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53746

This study aims to develop e-LKPD based on Problem-Based Learning (PBL) using Canva on the respiratory system material of fifth grade elementary school students. The background of this study is based on the low critical thinking skills and learning outcomes of students due to the dominance of lecture methods and limited interactive digital learning media. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The validation results show that e-LKPD is declared very valid by material experts (95%), media experts (89%), and practitioners (100%). The practicality test shows the implementation of learning above 87% and very good student responses above 95%. The effectiveness of the product is evidenced by a significant increase in learning outcomes, with an N-Gain value between 0.71 and 0.73 (high category). In addition, indicators of students' critical thinking skills have increased in all aspects after the implementation of e-LKPD. Thus, the PBL-based e-LKPD using Canva that was developed is declared valid, practical, and effective in improving critical thinking skills and learning outcomes of elementary school students.

Implication of STEAM Learning Model on Students' Scientific Creativity Zakia Salsabila; Setiono; Jujun Ratnasari
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53748

This research is motivated by the low level of students' scientific creativity in biology learning. The study aimed to examine the implications of the STEAM learning model on students' scientific creativity in the topic of water pollution. A quasi-experimental method with a non-equivalent control group design was applied, involving 60 grade X high school students divided into experimental and control classes. Data were collected through scientific creativity tests, observations, and student response questionnaires. The results showed a significant difference in posttest scores between the two groups (Sig. 0.000). The experimental class achieved an N-Gain of 0.74 (high category), while the control class scored 0.52 (medium category). Students’ responses toward the learning process were very positive, with an average score of 86.67%. These findings indicate that the STEAM model effectively enhances students' scientific creativity. STEAM learning not only improves students’ scientific creativity in specific contexts but also carries broader educational implications. This model can be adapted to various science topics and other subjects, strengthen interdisciplinary skills, and serve as a reference for curriculum development and teacher training. Thus, STEAM plays an important role in preparing students to face 21st-century learning challenges that emphasize creativity, collaboration, and problem-solving.

Development of Guided Inquiry-Based Microbiology Modules Based on the Identification of Contaminant Molds in Tomato Fruit to Improve Students' Science Process Skills Naufal Wima Al Fahri; Utami Sri Hastuti; Safwatun Nida
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53749

Students often experience difficulties in identifying microbiological specimens due to limitations in preparing and interpreting microscopic slides. This problem is evident in the context of tomato fruits (Solanum lycopersicum), which are widely consumed agricultural commodities but are highly perishable and susceptible to microbial contamination, especially by molds. To address this challenge, this study aims to develop a guided inquiry-based microbiology learning module using tomato mold identification as a case study, with the goal of improving students’ Science Process Skills (SPS). The research was conducted in two stages: (1) laboratory experiments to identify contaminant molds in tomatoes and (2) development of a learning module using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The sample consisted of 62 microbiology students from the Biology Education Program, Faculty of Mathematics and Natural Sciences, State University of Malang. A non-randomized control-group pretest–posttest design was employed, the increase in posttest results compared to the pretest was calculated using the N-gain score. Results showed that students’ SPS was still relatively low, particularly in the observing indicators (30.43%) and hypothesizing indicators (43.48%). The developed module integrates real laboratory findings into structured inquiry-based activities, emphasizing hands-on practice, critical thinking, and contextual relevance to agricultural microbiology. Its distinctive features include the use of authentic microbial identification data, scaffolding through guided inquiry steps, and alignment with SPS indicators. This module is expected to provide an effective solution for enhancing students’ SPS in microbiology learning

The Implementation of the STAD Model Assisted by Teaching Aids to Improve Student Learning Outcomes on the Respiratory System in Grade VIII of SMP Kartika IV-6 Ambulu Zilfin Nabila; H. B. A Jayawardana; Dwi Sucianingtyas Sukamto
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53750

This study aimed to improve the learning outcomes of Grade VIII students at SMP Kartika IV-6 Ambulu on the topic of the human respiratory system through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model assisted by teaching aids. The study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart design, conducted in two cycles consisting of planning, implementation, observation, and reflection. The subjects were 18 students, and data were collected using a validated multiple-choice test. The results showed an increase in the average score from 73.67 in Cycle I to 83.67 in Cycle II, while classical learning mastery improved from 66.67% to 100%. These findings indicate that the STAD model assisted by teaching aids is effective in improving students’ cognitive learning outcomes and active participation in science learning.

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Jawa timur

INDONESIA