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[Integration of ethnoscience in problem-based learning to improve contextuality and meaning of biology learning ]]>
<![CDATA[Suciyati, Alfi]]>;
<![CDATA[Suryadarma, I Gusti Putu]]>;
<![CDATA[Paidi, Paidi]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 14 No. 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.18424
<![CDATA[Meaningful learning can be carried out by adapting learning to local culture and traditions. Ethnoscience is a set of knowledge identified in a community and can be used as the learning base to create contextual and meaningful learning for students. This study aims to find more information about ethnoscience-based biology learning. The research method used was a literature study. The literature used mainly discusses ethnoscience, ethnoscience learning, and learning methods. The instrument used in this study was a summary table of all related articles, following the summary table made by Cronin et al. (2008). This research produces a new conceptual framework which is a synergy between ethnoscience and problem-based learning. This research also generates six procedures for designing ethnoscience-based learning and five steps to integrate ethnoscience into Problem-based Learning. The integration of ethnoscience in problem-based learning can increase the contextuality and meaning of biology learning and can be applied to maintain local culture. This study recommends the use of procedures resulted from this study to design ethnoscience-based learning and integrate ethnoscience learning into Problem-Based Learning.]]>
<![CDATA[Fostering metacognitive skill: A means to improve students’ academic achievement ]]>
<![CDATA[Andini Maulida Rizkia]]>;
<![CDATA[Zulfiani Zulfiani]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.19839
<![CDATA[Metacognition is one of the five key learning skills in the 21st century. This research aims to describe the profile of the students' metacognitive skills in biology learning at Tangerang Selatan Senior High School. This type of research was survey with descriptive approach. The population of this research was students of Senior High school in Tangerang Selatan, Indonesia. Sampling was conducted with stratified sampling, four school was determined by random sampling. Data on metacognitive skills are collected using questionnaires with supporting data in the form of interviews, observations, and documentation. The survey results of metacognitive skills and observation were analyzed using descriptive statistics. Based on the results of the survey, the average planning result is 72.47%, monitoring by 73%, and evaluating by 72.17%. The results showed that students' metacognitive skills in biology are in a strong category so that these skills can support the increase learner academic outcomes in the learning process.]]>
<![CDATA[The critical thinking skills on global warming issue: Effect of the socio-scientific problems approach on problem-solving toward student’s ]]>
<![CDATA[Rizqi Yanuar Pauzi]]>;
<![CDATA[Sistiana Windiaryani]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.19963
<![CDATA[This study aims to investigate the effect of socio-scientific issues learning approaches on problem-solving learning model toward improving the critical thinking skills of Islamic junior high public school students on global warming issue. The method used in this research was a quasi-experimental with a nonequivalent control group design. This study was conducted at one of the Islamic junior high public schools in Sukabumi with a research sample of class VII C as the experimental group and class VII B as the control. The sampling technique used was purposive. The instrument used was a test of critical thinking skills in the form of essays with as many as 9 items and questionnaires to investigate the response of students toward learning through 10 statements. The result of the research showed the average value of the experimental class N-gain of 0.38, which is higher than the control class of 0.24. Test of the difference in average critical thinking skills in the experimental class and control class using the t-test of N-gain data showed t-count 3.800> 2.009 t-table, therefore t-count> t-table, then H0 rejected and H1 accepted. So it can be concluded that the socioscientific issues learning approach affect the ability of student's critical thinking on global warming issue. Based on these results, we suggest that the socio-scientific issues learning approach can be applied by teachers in school for teaching with other socio-scientific issues such as genetic, ecology, and biodiversity.]]>
<![CDATA[Identification of Lampung local potential as source of Biology learning in senior high school ]]>
<![CDATA[Eka Wulandari]]>;
<![CDATA[Djukri Djukri]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.20178
<![CDATA[This research is a preliminary study on a small and limited scale that aims to identify local potentials in the Lampung area as a source of learning biology with conformity to the Basic Competencies in the 2013 Curriculum. This study used a qualitative method with a survey technique through an exploratory descriptive approach. Participants in this study were all biology teachers from 17 public high schools in Bandar Lampung totaling 30 teachers (5 males and 25 females). The selection of participation was done through purposive sampling technique using certain criteria. The results of the study show 18 local potentials of Lampung consisting of 6 natural resource potentials, 4 conservation areas, 4 culinary delights, 2 arts, 1 handicraft and 1 traditional ceremony. The grouping of local potentials can be related to the subject of biology at the high school level. Local potential can be categorized as use in the field of education, namely natural resources and conservation areas. It can alsobe used as practicum activities with the help of LKPD media. Furthermore,local culinary potential can be used as practicum activities on learning devices (RPP), local potentials for arts, crafts. moreover, traditional ceremonies can be used as an additional reference for enrichment programs on learning devices (RPP).]]>
<![CDATA[Scientific reasoning skills (SRS): Predictor to the student’s problem-solving in the biology classroom? ]]>
<![CDATA[Maisuna Kundariati]]>;
<![CDATA[Laila Maghfiroh]]>;
<![CDATA[Sri Endah Indriwati]]>;
<![CDATA[Fatchur Rohman]]>;
<![CDATA[Bagus Priambodo]]>;
<![CDATA[Noor Azean Atan]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.20238
<![CDATA[Scientific reasoning and problem-solving have become primary interests in 21st-century education. These skills have an essential role in preparing students to face global competition. This study aims to determine the correlation between scientific reasoning and problem-solving skills of biology students in animal classification and whether scientific reasoning can be used to predict problem-solving skills. The participants were 56 undergraduate students of Biology Education. The scientific reasoning and problem-solving skills of students were assessed with the pre and post-test. A simple linear regression test using the SPSS 16.0 was applied in data analysis. The results showed a p-value of 0.00 < 0.05, so there is a correlation between scientific reasoning and argumentation skills. R-value indicates 0.523, which means a strong correlation. The contribution of scientific reasoning to argumentation skills was 27.3%, while other variables explained the rest.]]>
<![CDATA[Does STEM-project based learning improve students' literacy as scientific competencies? ]]>
<![CDATA[Saidaturrahmi, Intan]]>;
<![CDATA[Susilo, S]]>;
<![CDATA[Amirullah, Gufron]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 14 No. 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.20354
<![CDATA[Twenty-first-century skills impact educational reform centered on science, technology, engineering, and mathematics (STEM). Middle schools specifically apply STEM to improve students' science skills. Several literature studies show the success of STEM in improving student competence. The effect of STEM-PjBL on the science competencies of grade X students will be specifically explored in this study. The sample consisted of 60 high school students divided into an experimental class (n=30) and a control class (n=30). The posttest-only control group design was adopted in this study. STEM-PjBL learning with reproductive system material was implemented in the experimental class (n = 30) for two weeks, and lecture model learning was implemented in the control class. A total of 60 randomly selected high school students were involved in this study. Quantitative data were processed using Microsoft Excel. Hypothesis testing with normality and homogeneity tests was followed by a t-test because the data were normally distributed and homogeneous. This study reveals: (1) The STEM-PjBL model affects student competence. (2) In practical-based materials, the integration of STEM in PBL is proper. (3) Based on the analysis of the STEM-PjBL instrument, the experimental group outperformed the control group on the post-test results. Learning with the systematic STEM-PjBL model has a significant influence on students' science competence.]]>
<![CDATA[Effectiveness of argument-driven inquiry (ADI) on students’ concept mastery and argumentation skills in reproductive system ]]>
<![CDATA[Medisa Shania Divena]]>;
<![CDATA[Yanti Hamdiyati]]>;
<![CDATA[Any Aryani]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.20513
<![CDATA[This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model application on the concepts mastery and argumentation skills of high school students on reproductive system material. The research method used quasi-experimental and non-equivalent control group design. The sample of this research were second-grade high school MIPA students in one of the public high schools in Bandung, which consists of 30 students in the experimental class and 33 students in the control class. The sample was taken by using the purposive sampling technique. The instruments used consisted of a concept mastery test in the form of multiple choices, an argumentation ability test in the form of an essay, and questionnaire of students’ responses to the ADI model. The results showed that the application of the ADI learning model significantly affected the students' concepts mastery on reproductive system material in the experimental class compared to the control class, especially in the cognitive aspects of C3 (applying). The results also show that the application of the ADI learning model significantly affects the ability of argumentation, especially on the warrant component. Student response data shows that students respond very well to the application of the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students’ concepts mastery mastery and argumentation skills in other biological materials.]]>
<![CDATA[Is project-based transdisciplinary assessment effective in reducing the Mathematical anxiety of pre-service Biology teacher? ]]>
<![CDATA[Jessica Elfani Bermuli]]>;
<![CDATA[Kimura Patar Tamba]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.20556
<![CDATA[Mathematical anxiety is a constant obstacle experienced by pre-service Biology Teachers in developing their quantitative abilities. Project-based transdisciplinary assessment is one type of transdisciplinary application that has not been widely explored to solve this problem. Project-based transdisciplinary assessment in form of mini-research with the topic “Data Collection on local wisdom in each area”. The aim of this study is to determine the impact of implementing project-based transdisciplinary assessment on reducing mathematics anxiety among 23 pre-service biology Teachers. This study used a pre-experimental method with a pre-test and post-test design with one non-randomized group. The pre-test and post-test were carried out using the AMAS (Abbreviated Math Anxiety Scale) questionnaire. Data were analyzed using descriptive statistics and the Wilcoxon signed ranks test. Statistical results of this study show no significant difference in mathematics anxiety before and after the implementation of the project-based transdisciplinary assessment with a z value of-0.163 and a p-value of 0.87. Based on the aspect of mathematics anxiety, there is also no significant difference in mathematics learning anxiety and mathematics evaluation anxiety when compared before and after the implementation of project-based transdisciplinary assessment with each z value = -0.664, p = 0.506 and z = -0.931 and p = 0.352. The implication of this research is the need for a continuous, collaborative and institutional effort in the transdisciplinary application so as to improve the quantitative abilities of pre-service Biology Teachers.]]>
<![CDATA[Virtual laboratory of Andaliman tissue culture integrated with islamic values ]]>
<![CDATA[Adi Hartono]]>;
<![CDATA[Indayana Febriani Tanjung]]>;
<![CDATA[Irwan Syahputra]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.20799
<![CDATA[Nowadays, the world is being hit by a Corona virus outbreak which has an impact on every line of life including the field of Education which encourages students to take online learning. This study aims to develop a Virtual Laboratory of Andaliman Network Culture integrated with Islamic values as an interactive learning media to overcome problem obstructions in practicum activities as well as to strengthen the internalization of Islamic values and insights into the local potential of students in The State Senior High School 11 Medan, North Sumatera, Indonesia. This research was conducted using Research and Development (R & D) with the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation). The results showed that the percentage of media validity by Material Expert validators was 98.61%, Islamic Values Material Expert validators were 90.62%, Virtual Laboratory Expert validators were 93.96%, and Field Practitioner Expert validators (Biology Teachers) were 93.75% with the category of evaluation of all validators as very good. Meanwhile, the percentage of student responses to the media reached 63.88% in the good category. Thus, it is highly recommended to use the Virtual Laboratory which was developed because it has tested validly to increase understanding about mechanism Plant Tissue Culture with Islamic Values and Local Potential.]]>
<![CDATA[Problem-solving and creative thinking skills with the PBL model: The concept of the human circulatory system ]]>
<![CDATA[Leasa, Marleny]]>;
<![CDATA[Fenanlampir, Albertus]]>;
<![CDATA[Batlolona, John Rafafy]]>;
<![CDATA[Saimima, Abdul Salam]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 14 No. 2 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/biosferjpb.20825
<![CDATA[Science learning in elementary schools using the PBL learning model can grow students' higher-order thinking skills, such as problem-solving and creative thinking skills. The purpose of correlational research was to analyze the relationship between problem-solving and creative thinking skills of elementary school students through the implementation of PBL. The predictor variables and criteria in the research were in the form of problem-solving and creative thinking skills, respectively. The population of this study was the fifth-grade elementary school students, totaling 120 students. This study’s sample was 33 students. The data retrieval used problem-solving and creative thinking skills tests on the concept of the human circulatory system. The data analysis was performed by linear regression. The results showed a correlation between creative thinking and problem-solving skills in learning with PBL. There is a strong relationship between problem-solving and creative thinking skills through PBL. The predictor variable contributed 37.8% to the criterion variable. This study recommends that it is essential to familiarize PBL in elementary schools learning to improve students' higher-order thinking skills.]]>
