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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 133 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.

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