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Biology Teaching and Learning
Published by Universitas Negeri Makassar
ISSN : 26215527     EISSN : 26215535     DOI : -
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Education
Biology Teaching and Learning is a journal that publishes the latest research into the biology teaching and learning, assessment of biology, development of biology learning and teaching strategy, biology tecahing media and learning resources. It is owned by Department of Biology, Faculty of Mathematics and Natural Science, Universitas Negeri Makassar. It is published twice a year.
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol 8, No 2 (2025): December" : 9 Documents clear
Epistemology of Biology Education in The Technology Era: from Real Experiments to Virtual Laboratories Duprah, Nur Awaliah; Ismail, Ismail
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.78018

Abstract

Abstract. Digital transformation in biology education has resulted in fundamental changes in how scientific knowledge is understood, constructed, and validated by students. This article examines new directions in the epistemology of biology education through a review of 24 articles discussing epistemic cognition, epistemic practices, the use of virtual laboratories, and the shift from real experiments to digital environments. The research method used a literature review with thematic analysis on three focuses: the epistemology of biology education in the technological era, the reconstruction of experimental experiences in virtual laboratories, and the epistemological implications of using technology in biology learning. The results of the study show that technology changes the representation of knowledge and influences the way students interpret evidence, construct arguments, and understand scientific processes, as indicated by the analysis of 24 articles, around 60% of which highlight the shift in experimental practices from real laboratories to virtual laboratories. Virtual laboratories offer advantages in terms of accessibility, visualization, and variable control, but pose epistemic challenges related to the validity of evidence and the potential for misrepresentation. This study emphasizes the need for a hybrid epistemological approach that integrates direct empirical experience with technology-based learning to shape epistemic literacy relevant to the demands of the digital age. Keywords: biology education, digital epistemology, epistemic cognition,, virtual laboratory
Enhancing Biology Cognitive Outcomes Through STEM Learning with Virtual Lab Gizmos Jariah, Ainun; Arifin, Arifah Novia; Ainun, Nur Aisyah
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.78039

Abstract

Abstract. This quasi-experimental study evaluated the effect of STEM-based biology instruction supported by Virtual Lab Gizmos on students’ cognitive learning outcomes across academic ability levels. Sixty Grade-12 science students at a senior high school participated in a four-week intervention and were randomly assigned to experimental (STEM + Gizmos, n = 30) and control (contextual learning, n = 30) classes. Cognitive outcomes were measured with a validated 25-item test (Cronbach’s α = .89). Two-way ANCOVA controlling for pretest scores revealed significant main effects of learning approach (F = 62.67, p < .001) and academic ability (F = 179.95, p < .001), and a significant interaction (F = 4.19, p = .026). Post hoc LSD comparisons showed adjusted means of 92.00 (STEM-high), 86.33 (STEM-low), 82.17 (contextual-high), and 75.83 (contextual-low), indicating larger gains in the STEM + Gizmos groups. These results suggest that integrating STEM pedagogy with virtual laboratory simulations can substantially improve conceptual mastery and reduce achievement gaps. Future research should test longer interventions and diverse school contexts.Keywords: STEM learning; Virtual Lab Gizmos; cognitive outcomes; academic ability; biology education.
Development of E-Atlas of Solanaceae Morphology and Anatomy for Higher Education Aini, Nur; Karim, Hilda; Syamsiah, Syamsiah
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.81323

Abstract

Abstract. The development of an e-atlas of the morphology and anatomy of Solanaceae plants serves as a digital-based supporting learning resource that can be utilized in higher education. The product contains direct observation results of plant morphology and anatomy conducted in the Biology Laboratory of FMIPA UNM. The purpose of this research and development (R&D) was to produce an e-atlas as a valid and practical biology learning resource for the Plant Structure and Development course. This study employed the ADDIE development model, consisting of five stages: analysis, design, development, implementation, and evaluation. The results showed that the e-atlas was declared valid by expert validators with a validity score of 1 (valid category). The practicality test based on lecturers’ responses reached 90.62%, and student responses reached 85.66%, indicating that the e-atlas is highly practical with positive feedback. Thus, it can be concluded that the developed e-atlas of morphology and anatomy of Solanaceae plants is valid and practical.Keywords: e-atlas, learning resource, practical, valid 
The Effect of Blended Learning on Self-Control and Time Management in Students at MAN 1 Makassar in Biology Learning Mutmainna, Andi Mutia; Hiola, St. Fatmah; Muis, Abd.
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.77980

Abstract

Abstract. This study aims to determine the effect of blended learning on self-control and time management in learning among students at MAN 1 Makassar in biology lessons. This research was conducted in the odd semester of the 2024/2025 academic year using a quasi-experimental method with a pretest-posttest experimental control group design. The research sample consisted of two groups, namely the experimental group,  which  was taught using blended learning, and the control group, which was taught without blended learning. The research instrument was a non-test instrument in the form of a closed questionnaire to assess the level of self-control and time management of students' learning.  The data obtained was analyzed using the Statistical Package for Social Science (SPSS). The results show that there is a significant difference between the experimental group and the control group in terms of students' self-control and learning time management, based on the average self-control scores of the experimental class 48.00 and the control class 39.25 and the average learning time management scores of the experimental class 48,13 and the control class 37,36. The conclusion of this study, that is the application of blended learning has an effect on improving students' self-control and time management in learning Biology.Keywords: Blended learning, self-control, time management.
Citizen Science Project (CSP)-Based Learning Model to Improve Problem-Solving Skills of Biology Education Students Susiati, Asih Luklu; Azis, Andi Asmawati; Muis, Abd; Bahri, Arsad
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.77206

Abstract

Abstract. This study aims to explore the problem-solving skills of biology education students and to develop innovative strategies through the implementation of a Citizen Science Project (CSP)–based learning model. The research employed a descriptive quantitative approach involving 28 students from the Biology Education Study Program. The research instruments consisted of a problem-solving test and a needs-analysis questionnaire. The findings indicate that students’ problem-solving skills are still within the medium-to-low category, with an average score of 43.42%. The Real-World Applications indicator achieved the highest score, while the Identify Situation indicator recorded the lowest. These findings highlight a gap between students’ analytical abilities and their conceptual-procedural skills. The implementation of CSP is considered to have strong potential to bridge this gap, as it fosters students’ engagement in solving authentic problems in collaborative, contextual, and applied ways. Accordingly, CSP holds significant promise for enhancing critical, creative, and solution-oriented thinking skills among biology education students.Keywords: 21st century skills, Citizen Science Project, learning innovation, problem-solving skills, student collaboration. 
Effect of PBL Model with Liveworksheets on Student Activity and Biology Learning Outcomes Harahap, Nurhasanah; Djulia, Ely; Manurung, Marni
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.76918

Abstract

Abstract. This study aims to determine the effect of the Liveworksheets-assisted Problem Based Learning model on biology learning activities and outcomes. This study uses a Quasi-Experimental method with a Pretest-Posttest group design. The sample used was class XI-1 as the experimental class and class XI-2 as the control class. Data collection techniques were through tests (pretest and posttest) to measure learning outcomes and observation sheets to measure student learning activities. The results showed that the Liveworksheets-assisted Problem-Based Learning model had an effect on student learning activities and outcomes in the human movement system material in class XI at SMA Negeri 1 Tebing Syahbandar. An increase in student learning activities can be seen in meeting 1 at 62.6%, meeting 2 at 77.27%, and meeting 3 at 81.82% in the very active category. The increase in student learning outcomes can be seen from the average biology learning outcome score of the experimental class, which was 80, higher than that of the control class, which was 68.83. The results of the Independent Sample t Test showed a significance value < a (0.05), namely 0.000 < 0.05, so H0 was rejected and Ha was accepted. This means that there is an effect of the Problem-Based Learning model assisted by Liveworksheets.Keywords: problem based learning model, liveworksheets, learning activities, learning outcomes.
Study on The Implementation of Differentiated Learning in The Kurikulum Merdeka for Biology Instruction at SMAN 1 Sendana M, Nanda Adrian; L, Hamka; Patongai, Dian Dwi Putri Ulan Sari; P, Muhiddin
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.74514

Abstract

Abstract. This study aims to analyze the implementation of differentiated learning within the Kurikulum Merdeka in Biology subjects at SMAN 1 Sendana. The research employs a descriptive qualitative approach using observation, semi-structured interviews, and documentation techniques. The theoretical framework refers to Carol Ann Tomlinson’s concept of Differentiated Instruction, which emphasizes the adaptation of content, process, and product of learning based on students’ readiness, interests, and learning profiles. The findings indicate that Biology teachers have implemented differentiated learning through diagnostic assessments, curriculum analysis, and strategies for differentiating content, process, and product. Evaluation is carried out continuously using both formative and summative approaches. Although the delivery of material has not been fully adjusted to students’ levels of learning readiness, differentiated learning is effectively implemented and fosters an inclusive, student-centered learning environment. These findings provide practical contributions for Biology teachers and other schools in designing adaptive learning aligned with the principles of Kurikulum Merdeka, as well as serving as a reference for developing instructional strategies that are responsive to student diversity.Keywords:  Differentiated instruction, Independent Curriculum, Biology, Diagnostic assessment, Teaching strategy
Improving 11th-Grade Students’ Conceptual Understanding Of The Human Circulatory System Topic Using Multiple Representations In SMA Negeri 8 Makassar Wesra, Nur Khilal; Palennari, Muhiddin; L, Hamka; Faisal, Faisal
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.78295

Abstract

Abstract. This study aims to enhance students’ conceptual understandings of the circulatory system topic by utilizing multiple representations. The method used is Classroom Action Research (CAR), with two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were students in grade 11-Merdeka 6 at SMA Negeri 8 Makassar. The results showed that using multiple representations (macro, micro, sub-micro, and symbolic) significantly increased student understanding of the structure and function of the human circulatory system. The students’ score average increased from 63 in cycle-1 to 77 in cycle-2, with classical mastery increasing from 3.45% to 89.66%. The average N-Gain score of 0.375 falls into the moderate category. This study implies that the multiple representations strategy is effective in deepening students' understanding of abstract biological concepts.Keywords: multiple representations, knowledge of the circulatory system, action research.
The Effect of The STEM Approach on Students’ Critical Thinking Skills in Grade-11 SMAN 9 Makassar Salam, Nurafni; Saleh, Andi Rahmat; Faisal, Faisal
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.74543

Abstract

Abstract. This study investigates the effect of the STEM (Science, Technology, Engineering, and Mathematics) approach on the critical thinking skills of 11th-grade students at SMA Negeri 9 Makassar. The research was conducted at SMA Negeri 9 Makassar. The population comprised all 11th-grade students, divided into two classes. Sample selection was based on the average final exam scores, resulting in XI Biology 2 being assigned as the experimental class and XI Biology 4 as the control class. Research instruments included an observation sheet for STEM-based practical activities and an essay test to measure critical thinking skills. Data were analyzed using descriptive statistics and inferential statistics with the SPSS program. The results indicate that the implementation of the STEM approach positively influences students’ critical thinking skills. This is evidenced by the higher average critical thinking score of the experimental class (79.61) compared to the control class (65.10). Therefore, the STEM approach can be concluded to have a significant impact on enhancing students’ critical thinking skills.Keywords: STEM, biology, critical thinking, student

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