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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 142 Documents
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Evaluation of Human Anatomy and Physiology Concept Mastery Among Midwifery Students Fony, Fony; Alam, Hardianti H.P; Sukmawati, Sukmawati; Senolangi, Trinarti
Biology Teaching and Learning Vol 8, No 1 (2025): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i1.75391

Abstract

Abstract. This study aims to evaluate the level of midwifery students’ mastery of human anatomy and physiology concepts as part of the core curriculum in health education. Anatomy and physiology serve as fundamental pillars in midwifery practice, as they are directly related to understanding the processes of pregnancy, childbirth, and the postpartum period. This research employed a descriptive quantitative approach through a survey involving 50 second- and fourth-semester students. The results showed that second-semester students had a higher level of mastery (77.75%) compared to fourth-semester students (68%). Furthermore, male students demonstrated a higher level of understanding (81.25%) than female students (74.52%). These differences may be influenced by learning styles, motivation, and academic experience. The collected data were analyzed using descriptive statistical methods, including mean and percentage calculations, to compare levels of conceptual understanding across student groups. The findings provide important implications for developing more adaptive learning strategies in anatomy and physiology courses within midwifery programs.Keywords: anatomy, concept mastery, human physiology, midwifery, students
Implementation of Physiological Biology-Based Triage Learning to Improve The Accuracy of Emergency Patient Management By Students Anto, Ambo; Susiati, Asih Luklu; Rismanudin, Rismanudin; Fony, Fony
Biology Teaching and Learning Vol 7, No 2 (2024): Desember
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v7i2.76113

Abstract

Abstract. This study aimed to analyze the effect of physiology-based triage learning implementation on the accuracy of emergency patient management by professional nursing students. Using a quasi-experimental pre-test and post-test design without a control group, 38 nursing students from Universitas Famika participated in an intervention involving simulation cases grounded in physiological concepts. Data were collected through physiology comprehension tests and triage accuracy assessments. The results showed significant improvements in both physiology understanding scores (from 64.13 to 79.05) and triage accuracy scores (from 60.74 to 82.39), with p-values < 0.001. Post-intervention distribution indicated that most students shifted into the “accurate” and “highly accurate” triage categories. These findings suggest that integrating physiological biology into triage education effectively enhances students’ clinical reasoning and decision-making accuracy in emergency care situations.Key words: case-based learning, clinical accuracy, nursing education, physiology, physiology, triage
Integration of Dust Hazard Research and RPE for Respiratory Health Awareness Hardjo, Muhammad Fathur Rahman MT; Wanci, Risman; Jaya, Wiwiek Hidayati
Biology Teaching and Learning Vol 8, No 1 (2025): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i1.76481

Abstract

Abstract. This study aims to integrate research findings on dust hazard perception and compliance with Respiratory Protective Equipment (RPE) use as contextual learning in biology education. A descriptive-qualitative approach with quantitative support was applied to 141 workers in the HPAL unit of PT. X, West Sumbawa. Data on dust hazard perception and RPE compliance were collected through questionnaires and analyzed using correlation and regression tests. The results revealed a significant relationship, showing that workers with higher risk perception were six times more compliant than those with lower perception. These findings highlight the relevance of real health issues in enhancing scientific literacy, understanding of respiratory physiology, and preventive awareness in respiratory health education.Keywords: contextual learning, dust hazard perception, respiratory health, RPE compliance, scientific literacy.
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

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