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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 152 Documents
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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
Bridging Neurobiology and Behavior: A Mixed-Methods Study of Scientific Literacy in Psychiatric Contexts Among Biology Education Students' Wahyuni, Wahyuni; Anto, Ambo; Faisal, Faisal; Susiati, Asih Luklu
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.v8i2.83825

Abstract

Abstract. This study aims to analyze biology education students’ scientific literacy in psychiatric contexts, particularly in interpreting neurobiological mechanisms and behavior. A mixed-methods approach with a convergent parallel design was employed, involving 40 students. Data were collected through scenario-based tests (stress, anxiety, depression) and in-depth interviews. Quantitative data were analyzed using descriptive statistics and One-Way ANOVA, while qualitative data were examined through thematic analysis. The results indicate that scientific literacy is at a moderate level, with higher performance in explaining biological phenomena than in interpreting behavior and making evidence-based decisions. Significant differences were found across cases (p < 0.01), with the lowest performance in depression cases. Qualitative findings reveal the dominance of semi-scientific reasoning due to limited conceptual integration. This study highlights that scientific literacy in psychiatric contexts is integrative, requiring the linkage between neurobiological mechanisms and behavioral interpretation, and underscores the importance of contextual and authentic biology learning.Keywords: Scientific literacy, maternal context, physiological changes, pregnancy complications, education, contextual learning
Design and Validation of The Encyclopedia of Plant Morphology and Anatomy of The Zingiberaceae Family as a Learning Resource for High School Biology Tanriati Tanriati; Hilda Karim; Syamsiah Syamsiah
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.79257

Abstract

AbstractPurpose: This study aimed to develop and validate an encyclopedia of morphology and anatomy of plants belonging to the Zingiberaceae family as a learning resource for senior high school biology.Research Methodology: This research was conducted at the Biology Laboratory, Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The developed product was an encyclopedia containing information on the morphological and anatomical characteristics of Zingiberaceae plants. Product validity was evaluated by two expert validators using validation instruments and analyzed with the Gregory validity technique.Results: The validation results showed that the encyclopedia obtained a Gregory validity coefficient of 1.00, indicating a very high validity level. All assessment aspects, including content, language, presentation, and graphics, received maximum scores from both validators, demonstrating strong agreement regarding the quality and feasibility of the product.Conclusions: The encyclopedia is valid and suitable for use without revision as a biology learning resource for senior high school students. It provides contextual and locally based learning materials supported by morphological and anatomical documentation.Limitations: The encyclopedia only covers 10 species of the Zingiberaceae family, and some anatomical structures were not optimally visible because the documentation used fresh preparations.Contributions: This study contributes to biology education by providing a valid learning resource based on local plant diversity that can support the teaching and learning of plant morphology, anatomy, and biodiversity in senior high schools.Keywords : Plant Anatomy, ADDIE Model, Morphology and Learning Resources
Learning Style Profile of Students of The D-III Health Analysis Study Program in The Basic Microbiology Course at The University of Timur Indonesia Rahmat Saleh; Suharsih Thahir; Asnurbaety Dwiyana
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.84097

Abstract

Abstract Purpose: This study aimed to describe the learning styles of Health Analyst students at the Faculty of Public Health, University of East Indonesia, and to identify the dominant learning style modality that may influence their learning process and academic achievement.Research Methodology: This study employed a survey research design with a quantitative descriptive approach. The research was conducted at the Faculty of Public Health, University of East Indonesia, during the 2025/2026 academic year. The population consisted of all Health Analyst students, while the sample included 35 students enrolled in the Basic Microbiology course. Data were collected using the VARK (Visual, Aural, Read/Write, and Kinesthetic) questionnaire developed by Neil D. Fleming. The questionnaire was used to assess students’ preferred learning modalities. Data analysis was carried out descriptively by calculating the percentage distribution of each learning style category.Results: The results showed variations in students’ learning style preferences. Among the four VARK modalities, the auditory learning style was identified as the most dominant learning style among Health Analyst students. This finding indicates that students tend to learn more effectively through listening, verbal explanations, discussions, and other auditory-based learning activities.Conclusions: The study concludes that auditory learning is the predominant learning style among Health Analyst students at the Faculty of Public Health, University of East Indonesia. Therefore, learning strategies that emphasize oral communication and interactive discussions may improve learning effectiveness.Limitations: This study was limited to a relatively small sample and involved students from only one study program and course.Contributions: The findings provide useful information for lecturers and curriculum developers in designing instructional strategies that align with students’ learning preferences and support more effective learning in health science education.Keywords: Learning styles, basic microbiology, learning
Exploring Students’ Perceptions of Circular Bioeconomy Practices through Plant Waste Utilization in Biology Education Warda Murti; Sarnawiah Sarnawiah; Muh. Anas; Nana Erna
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.84711

Abstract

Abstract Purpose: This study aimed to explore students’ perceptions of Circular Bioeconomy practices through plant waste utilization in biology education and to examine their implications for sustainability-oriented learning.Research Methodology: A descriptive quantitative approach was employed involving 160 Biology Education students from Patompo University, Maros Muslim University, and Muhammadiyah University of Makassar selected through purposive sampling. Data were collected using a Likert-scale questionnaire covering four indicators: conceptual understanding, plant waste utilization activities, instructional integration, and student engagement. Instrument validity was assessed through expert judgment and Pearson’s Product-Moment correlation, while reliability was measured using Cronbach’s alpha. Data were analyzed using descriptive statistics, including mean scores, percentages, and standard deviations.Results: The findings showed that students perceived Circular Bioeconomy practices in biology education at a moderate level. Although students demonstrated relatively good conceptual understanding of Circular Bioeconomy principles, practical activities involving plant waste utilization and experiential learning remained limited. The results revealed a gap between ecological awareness and the implementation of sustainability practices in biology learning.Conclusions: Sustainability-oriented biology education has not yet fully fostered students’ ecological literacy, sustainability competencies, and active environmental engagement. More contextual and experiential learning opportunities are needed to strengthen Circular Bioeconomy practices.Limitations: The study was limited to students from three universities in South Sulawesi and relied on self-reported questionnaire data.Contributions: This study contributes empirical evidence to the fields of biology education and sustainability education and provides insights for educators and curriculum developers in designing learning programs that integrate Circular Bioeconomy principles through plant waste utilization.Keywords: Circular Bioeconomy, Plant Waste Utilization, Biology Education.
Relationship Between Morning Breakfast Habits, Concentration, and Biology Learning Results of Students at SMA Negeri 21 Gowa Chacha Cahyani S; A Mushawwir Tayeb; Andi Asmawati Azis
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.83250

Abstract

Abstract. Purpose: This study aimed to examine the relationships between breakfast habits, learning concentration, and Biology learning outcomes among eleventh-grade students at SMA Negeri 21 Gowa, Indonesia.Research Methodology: A quantitative correlational research design was employed involving 119 eleventh-grade students selected through total sampling at SMA Negeri 21 Gowa, South Sulawesi, Indonesia. Data were collected using a breakfast habit questionnaire, a learning concentration questionnaire, the Concentration Grid Test (CGT), and a Biology achievement test. Statistical analysis was conducted using Pearson Product Moment correlation with the assistance of SPSS software.Results: The findings revealed a significant positive relationship between breakfast habits and learning concentration (r = 0.603, p < 0.05). In addition, breakfast habits were significantly and positively associated with Biology learning outcomes (r = 0.759, p < 0.05). Students with better breakfast habits tended to demonstrate higher concentration levels and better academic achievement in Biology.Conclusions: Breakfast habits are significantly associated with both learning concentration and Biology learning outcomes. Regular and healthy breakfast practices may support students’ cognitive readiness and academic performance.Limitations: The study employed a correlational design, which does not allow causal inferences. Furthermore, data were collected from a single school and partially relied on self-reported questionnaires, which may limit the generalizability of the findings and introduce response bias.Contributions: This study contributes to the literature on educational psychology, school health, and nutrition by providing empirical evidence of the role of breakfast habits in supporting students’ concentration and academic achievement. The findings may serve as a reference for educators, school administrators, parents, and policymakers in developing school-based nutrition and learning support programs aimed at enhancing students’ academic performance.Keywords: breakfast habits, learning concentration, Biology learning outcomes, high school students.
Analysis of Student Retention in Grade XI at MAN 1 Makassar in Biology Learning Miftahul Janna; Muhiddin Palennari; Arsad Bahri
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.76819

Abstract

Abstract Purpose: This study aims to examine long-term retention in Biology learning and identify differences in retention between male and female eleventh-grade students.Research Methodology: This study used a descriptive quantitative design involving eleventh-grade students. Data were collected through post-tests and re-tests using multiple-choice questions as the research instrument. The study measured students’ long-term retention in Biology learning. Data analysis was conducted using descriptive statistics and an independent sample t-test to determine gender differences in retention scores.Results: The findings showed that most students had low retention levels. A total of 119 students (69.6%) were categorized as low retention, 34 students (20.5%) as moderate retention, and only 18 students (9.9%) as high retention. The t-test analysis produced a significance value of 0.00 (<0.05), indicating a significant difference between male and female students. Female students achieved higher average retention scores (57.54%) than male students (50.78%).Conclusions: Biology retention among eleventh-grade students is generally low, and gender significantly influences retention outcomes. Female students tend to retain Biology concepts better than male students.Limitations: This study was limited to eleventh-grade students and applied only a descriptive quantitative approach, limiting broader generalization.Contributions: This study contributes to Biology education by providing empirical evidence regarding long-term retention and gender differences. The findings can help teachers, schools, and researchers develop effective learning strategies to improve students’ conceptual understanding and retention.Keywords: Biology learning, Gender differences, Retention
Plant Identification at SMAN 10 Makassar as a Learning Resource Based on Outdoor Learning on The Material of Plantae Ince Rabiah Al Adwiah; Andi Faridah Arsal; Syamsiah Syamsiah
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.84198

Abstract

AbstractPurpose: This study aims to identify the diversity of plant species found in the SMAN 10 Makassar environment and to assess their potential as outdoor learning resources for the Plantae topic.Research Methodology: This study was conducted at SMAN 10 Makassar from November 20 to December 31, 2025. The study used a qualitative descriptive approach, with data collection techniques including field observations, photographic documentation, and interviews. The instruments used included observation sheets and interview guidelines validated by expert lecturers. Data were analyzed using qualitative descriptive methods in the form of narrative descriptions.Results: The study showed that there were 58 plant species belonging to 6 classes and 35 families, scattered throughout various school areas such as parks, gardens, and yards. These plants have the potential to serve as learning resources to support students' understanding of the Plantae topic.Conclusion: The school environment of SMAN 10 Makassar boasts a diverse range of plants that can be optimally utilized as a learning resource based on outdoor learning, thereby increasing student participation, motivation, and observation and analytical skills.Limitations: This study was limited to one school location and examined only one variable, so the results cannot be broadly generalized.Contribution: This study contributes to the field of biology education, particularly in the development of environment-based learning (outdoor learning), and serves as a reference for teachers and researchers in utilizing the school environment as a contextual and interactive learning resource.Keywords: Plant Identification, SMAN 10 Makassar, Learning Resources, Outdoor Learning, Plantae, School Environment
Effect of Reproductive Health Education E-Module on Students’ Knowledge and Attitudes Toward Early Marriage Prevention Annisa Anugrah Damaiyanti; Andi Asmawati Azis; Arifah Novia Arifin
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.77607

Abstract

Abstract Purpose: This research aims to test the application of the reproductive health education e-module to increase knowledge and change attitudes towards preventing early marriage of MA Al-Ikhlas Nunukan students.Research Methodology: This study used a pre-experimental design (One-Group Pretest-Posttest Design) with a total of 27 students of grade XI MA Al-Ikhlas Nunukan. The research instruments included a knowledge test and an attitude questionnaire given through a pretest and posttest. Data analysis used descriptive analysis and Paired Sample T-test.Results: The descriptive analysis showed that most of the knowledge increased from the very poor category in the pretest to very good in the posttest, and attitudes changed from negative to positive. The inferential test results indicated a significant strengthening of the application of the e-module on knowledge (sig 0.000 < 0.05) and attitudes (sig 0.017 < 0.05) regarding theprevention of early marriage.Conclusions: The application of the reproductive health e-module has a significant positive implication on improving students' knowledge and attitudes toward preventing early marriage.Limitations: This research is a pre-experimental study conducted on a single group of 27 students without a control group.Contributions: This study provides empirical evidence on the effectiveness of digital learning modules (e-modules) in specific regional contexts to address reproductive health education and early marriage prevention.Keywords: Attitude, Early Marriage, E-Module, Knowledge, Reproductive Health

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