Biosfer: Jurnal Pendidikan Biologi
BIOSFER: Journal of Biology Education (BiosferJPB), Journal of Biology Education is published as one of the efforts to publish research results related to Biology education. Biosfer: Journal of Biology Education received research results from various parties oriented to the upgrades of science and technology education in biological scope, in order to become a source of scientific information that can contribute in overcoming educational problems, especially in the increasingly complex biology.
Articles
334 Documents
<![CDATA[Effect of problem-based learning model on biodiversity problem-solving skills ]]>
<![CDATA[Ratna Komala]]>;
<![CDATA[Erna Heryanti]]>;
<![CDATA[Amelia Rinawati]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.16325
<![CDATA[Problem-solving skill is a way or strategy to achieve goals following good and correct procedures. One of the learning models that can be applied to improve problem-solving skills is a learning model of Problem-Based Learning. The purpose of this research was to determine the effect of the problem-based learning model on student’s problem-solving skills of biodiversity. This research was conducted at SMAN 89 Jakarta in August-September 2019. The method used was a quasi-experiment. The research sample was 66 students of class X MIA with a simple random sampling technique, the instrument used was pretest and posttest in the form of a description question. Instrument of problem-solving skills was tested for validity and reliability. The result of the validity test showed that there were 15 valid items out of 18 items. The reliability test showed that the r-value was 0,901 and included in very high criteria. The effectiveness test of the PBL model with normalized gain calculated score of 0,72 or included in the category of fairly effective. The research result showed that the problem-based learning model influenced students’ problem-solving skills of biodiversity.]]>
<![CDATA[Effect of interactive media, make a match and lecture method on learning virus achievement ]]>
<![CDATA[Agus Ariyanto]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>;
<![CDATA[Rully Adi Nugroho]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.17262
<![CDATA[The study investigates the effect of interactive media, make a match, and lecture method on learning achievement of virus. The research method used was quasi-experimental (quasi-experimental) with the pretest-posttest non-equivalent control group design. This research was conducted from September 2019 to November 2019 in High School A and High School T with a duration of learning ± 3 hours of study.ANOVA test results on the average value of N-Gain showed the same results as the post-test. N-Gain in ICT learning media class, make a match learning model class and lecture learning method classes respectively amounted to 58.6 ± 13.6, 40.8 ± 17.6 and 40.5 ± 14.3. However, based on linear regression analysis, student learning outcomes are influenced by student perception factors and students' visual learning styles (P <0.05). The successful use of interactive ICT learning media is influenced by student perception factors and student visual learning style factors.]]>
<![CDATA[Effectiveness of argument-driven inquiry (ADI) learning model on students' creative thinking skill: Environmental pollution ]]>
<![CDATA[Inas Nuha Afifa]]>;
<![CDATA[Neni Hasnunidah]]>;
<![CDATA[Dina Maulina]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.17316
<![CDATA[ADI learning model supports the syntax of the learning process through investigative activities of environmental pollution problems and their impact on the ecosystem. The model implements practicum to challenge students' creativity in presenting the results of practicum through students' arguments. The purpose of this study was to analyze the influence of the ADI learning model and evaluate the students' creative thinking skills. This was a quasi-experiment study with a pretest-posttest non-equivalent control group design. The sample was taken with cluster random sampling technique, 42 students were divided into 2 classes in 7th junior high school at Global Madani School, Bandar Lampung. Results were analyzed using covariance analysis and the effect size was measured by the partial eta-squared value. Aspects of creative thinking skills that were measured: fluency, flexibility, originality, elaboration, and metaphorical thinking. The result shows the application of the ADI learning model had a significant effect in improving students' creative thinking skills with a significance value of 0.013 (sig.<0.05). The effect of implementing the ADI learning model had high effectiveness in improving the students' creative thinking skills with a partial eta squared value of 0.147 which was categorized as large (sig ≥ 0.14). Therefore, the ADI learning model affects improving students 'creative thinking and had an impact on high effectiveness in improving students' creative thinking. Finally, the learning model is recommended for Biology teachers to increase students' creative thinking skills effectively.]]>
<![CDATA[Dynamic assessment on high school biology students’ reasoning skills ]]>
<![CDATA[Murni Ramli]]>;
<![CDATA[Mayasari Mahfudhotul Khasanah]]>;
<![CDATA[Sri Dwiastuti]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.11768
<![CDATA[Reasoning skills of students may be improved through a sort of feedback constructed in the dynamic assessment. The research aims to analyze the effect of dynamic assessment on high school biology students' reasoning skills. The research employs a quasi-experimental method with a pretest-posttest control group design. The participants were students of grade X Science Program (N=61), which were selected purposively. Data on reasoning skills was collected by pretest and posttest focused on the concepts of bacteria. with dynamic assessment method. The data analysis technique employs an Independent sample t-test. The research result indicate that Dynamic Assessment provides better effect on students’ reasoning skills in Bacteria material.]]>
<![CDATA[Analysis items of the four-tier immune system multiple choice test instrument using rasch model ]]>
<![CDATA[Feni Andriani]]>;
<![CDATA[Meti Indrowati]]>;
<![CDATA[Bowo Sugiharto]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.18020
<![CDATA[The purpose of this study was to analyze the feasibility of the items of the four-tier multiple-choice test immune system instrument that had been developed. The development of the instrument using the Treagust (1988) model, namely defining content, collecting student misconceptions information, and developing a diagnostic test. A total of 25 items have been developed. The results of the instrument development were tested on 142 students of grade XI from several high schools in Surakarta who were selected by simple random sampling. The data analysis technique was performed using Rasch analysis in the Winstep application. The results of the construct validity test showed items number 5, 7, and 9 did not fit the validity standards. The reliability test shows that the value of Cronbach Alpha reliability is bad (n = 0.51), the value of the reliability item is special (no = 0.97), the value of person reliability is sufficient (n = 0.68), the value of person separation is weak (n = 1.44), and the item separation value is special (n = 5.38). The person discrimination test showed student 056P31 has the highest ability and student 098P51 has the lowest ability. The item discrimination test shows item number 1 is the best item and the bad item is number 14. The item difficulty analysis showed less proportionality because there were too many items in the easy and difficult categories. An expansion of the sample is needed to see a more comprehensive and diverse range of responses to instruments.]]>
<![CDATA[How CCDA instrument analyzed science pre-service teachers’ prior knowledge? ]]>
<![CDATA[Safira Permata Dewi]]>;
<![CDATA[E Ermayanti]]>;
<![CDATA[Lucia Maria Santoso]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.18247
<![CDATA[Increasing the effectiveness of learning is done by exploring the initial understanding of science teacher candidates for the concept of cells to be studied. Exploring the prior knowledge of science teacher candidates about cell concepts can be done using the Cell Cognitive Diagnostic Assessment (CCDA) instrument.This study aims to determine the effectiveness of the CCDA instrument that has been developed. The research sample (n = 163) was student science teacher candidates coming from the Department of Chemistry Education, Physics Education, and Biology Education, Faculty Teaching Training and Education, Sriwijaya University, Indonesia. The topics tested include the structure and function of cells, cell membranes and molecular transport, cell reproduction, and cell communication. The results showed that all the items developed were valid, with a high level of reliability (0.86), very good discrimination index (0.44), and a balance was found between the number of questions classified as difficult and moderate. Although the research results show that this instrument has been valid and reliable, it still needs to be improved on the items so that they can be used in the future.]]>
<![CDATA[Students' interest and cognitive learning outcomes: Biology education in high schools during COVID-19 ]]>
<![CDATA[Linda Gustia]]>;
<![CDATA[S Suhartini]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.18663
<![CDATA[The aim of this study to determine the interest in studying biology and the effect of interest in studying biology on the learning outcomes of cognitive biology during the Covid-19 pandemic. Based on several previous studies, it is known that online learning during the Covid-19 pandemic greatly influenced students' interest in learning biology. However, it is not yet known the level of interest in learning itself due to the effect of online learning, and it is not yet known the magnitude of the influence of interest in learning biology during online learning during the Covid-19 pandemic. This research was conducted in 2nd-grade science in Senior High School No. 13 Semarang using a survey method with correlational analysis. The data collection techniques in this study were questionnaires and documentation which were analyzed by testing the hypothesis using the correlation test and regression test. The results showed that the percentage of students' interest in learning biology online during the Covid-19 pandemic was 68.16%. The results of the correlation test show that there is a relationship between interest in learning biology with the cognitive biology learning outcomes of students. The results of the regression test and the value of R squared indicated that students' interest in learning biology affects learning outcomes of cognitive biology. The percentage of the influence of students' interest in learning biology on the cognitive biology learning outcomes is 34%. The interest in learning biology of students when learning biology online during the Covid-19 pandemic is still low. The interest in learning biology when learning biology online during the Covid-19 pandemic effect the cognitive biology learning outcomes of students]]>
<![CDATA[The relationship between knowledge of socio scientific issue and nature of science in ecosystem material in high school students ]]>
<![CDATA[Ilmi Octaviani Geopany]]>;
<![CDATA[Diana Hernawati]]>;
<![CDATA[Vita Meylani]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.19531
<![CDATA[The purpose of this study was to know the relationship between socio-scientific issues with nature of science students in ecosystem material of the XI Math and science class in one of the High Schools. This research was conducted from September- October 2020. The type of research was correlational with sample of 36 students taken using a purposive sampling technique as evidenced by the average value of daily tests. The technique on data collection was a non-test instrument socio-scientific issue questionnaire and essay test the nature of science. The research instruments used included a socio-scientific issue questionnaire which states 13 statements regarding controversial issues regarding ecosystems and the views nature of science form B (VNOS-B) description test to measure the nature of science dictated by Lederman et al. (1998) and have settled 14 questions. Data were analyzed using Pearson bivariate. The results of this study obtained a significance of 0.00 < (0.05) which indicates the relationship between socio-scientific issues with the nature of science and 0.729 as the display value. This analysis concludes that there is a positive relationship between socio-scientific issues with the nature of science at a high level. Teachers are expected to be able to improve skills in indicators of socio-scientific issues, one of which is by training sensitivity and awareness of environmental problems that students encounter on a daily basis.]]>
<![CDATA[The use of distance learning through whatsapp and google meeting to identify differences in biology learning outcomes ]]>
<![CDATA[Permana, Fendy Hardian]]>;
<![CDATA[Sukma, Ellisa]]>;
<![CDATA[Wahyono, Poncojari]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 14 No. 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.20094
<![CDATA[The COVID-19 pandemic has turned face-to-face learning into distance learning using online media. Educational institutions strive to provide a system to meet students' needs in conducting distance learning using online media. Educational institutions also try to familiarize teachers and students with using online media in the learning process. Educators and students can utilize distance learning media in Whatsapp groups and google meetings to carry out the learning process. This study aims to determine whether there are differences in student biology learning outcomes between the experimental class I learning using WhatsApp group and the practical class II learning using google meetings. This type of research is a quasi-experimental design with a posttest-only control design. The study population was all class X MIPA (mathematics and science) Public Senior High School 02 Batu (There are five classes). The sampling technique used purposive sampling. The experimental class I was class X MIPA 4 with 28 students and the practical class II was class X MIPA 5 with 28 students. Descriptive and inferential statistical data analysis techniques using Ms. Excell and the Independent Sample T-Test (SPSS Statistics 17.0). This study indicates that there is a difference in the average learning outcomes of students between experimental class I (74.75) who carry out learning using WhatsApp group and experimental class II (64.75) who carry out learning using google meetings. In conclusion, learning using the WhatsApp group is better.]]>
<![CDATA[A narrative inquiry of socio-scientific issues-based e-learning development in biology to promote student health literacy ]]>
<![CDATA[Agung Wijaya Subiantoro]]>;
<![CDATA[Rio C. Handziko]]>;
<![CDATA[Yuni Wibowo]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.20373
<![CDATA[Study on e-learning implementation has been growing as a great interest particularly in biology education research and practice. Whilst a number of research has shown various modes of e-learning, however, there is still a lack of understanding on how e-learning can be applied for health literacy orientation in biology instruction. This research aimed to develop a conceptual framework of SSI-based e-learning in biology to promote student health literacy. This research was conducted in narrative inquiry design. Nine people including five biology teachers, two experts in health education and two science teachers who are practitioners in e-learning implementation were voluntarily participated in this research. Data of this research are experiences, knowledge, or perspectives that were expressed by participants and were collected through semi-structured interviews. Thematic analysis approach was employed to analyse the data in three stages with trustworthiness and authenticity were applied for quality standard. Research findings show that there are three main aspects that need to be considered in developing an intended framework. These are: 1) e-learning platform could be used, 2) SSI-based learning pathways arranged in e-learning mode, and 3) additional e-learning elements need to be provided. Hence, these three aspects play essential roles in underpinning the framework of SSI-based e-learning in biology to promote student health literacy.]]>
