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
336 Documents
<![CDATA[Correlation between belief in science and belief in pseudoscience in high school students ]]>
<![CDATA[Maghfiroh, Adinda Zahwatun]]>;
<![CDATA[Pantiwati, Yuni]]>;
<![CDATA[Husamah, H.]]>;
<![CDATA[Permana, Tutut Indria]]>;
<![CDATA[Fauzi, Ahmad]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.37447
<![CDATA[Dissemination of news through social media is one of the biggest causes of increasing student’s trust in pseudoscience. The purpose of this correlational study was to analyze the relationship between belief in science and pseudoscience beliefs related to biology in high school students. This research entails a correlational study conducted through a survey methodology. The results of the study show that the ability to believe in science has a significant effect on students' belief in pseudoscience related to biology for high school students. Based on the research, the initial hypothesis of the study was rejected, that there is a positive relationship between belief in science and belief in pseudoscience related to biology, thus indicating that increasing students' confidence in science will also increase students' confidence in pseudoscience related to biology. This is due to the continuous spread of unscientific issues through social media which will affect the increase in trust in pseudoscience. The increase in pseudoscience is due to the lack of student media literacy so that it can affect the way students respond to news that is on social media. The lack of education regarding students' media literacy is a factor in increasing students' confidence in pseudoscience related to biology for high school students.]]>
<![CDATA[What are the valuable lessons from global research on environmental literacy in the last two decades? A systematic literature review ]]>
<![CDATA[Husamah, H.]]>;
<![CDATA[Rahardjanto, Abdulkadir]]>;
<![CDATA[Hadi, Samsun]]>;
<![CDATA[Lestari, Nurdiyah]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.37491
<![CDATA[Publications on environmental literacy (EL) in reputable international journals have continued to increase and develop in the last two decades, making it interesting to study. This systematic literature review (SLR) aims to investigatively review various studies published in journals indexed in the Scopus database related to EL. The review focuses on publication trends and valuable lessons to be learned from global research over the past two decades. We used the phrase “environmental literature” in the Scopus disbursement menu and found 296 articles. The inclusion and exclusion model used is PRISMA, so only 37 articles met the criteria to be analyzed. Data shows that EL publications have fluctuated, starting to increase in number from 2017 to 2023 although it had decreased in 2021. EL publications are mostly researched using quantitative methods, and some with qualitative, mix-method, and R&D. The dominant name in EL studies is F. X. Bogner. The two main keywords related to the EL keyword are environmental education and knowledge. Most of the articles published are collaborative, both internationally and between universities within one country. We discussed the valuable lessons in question, namely the sample size, gender, institution level, and main goal of each article. These findings can serve as a consideration or baseline for researchers to study EL according to their respective interests, needs and missions.]]>
<![CDATA[The effect of augmented reality application (ARSINAPS) on learning motivation and outcomes in biology ]]>
<![CDATA[Rini, Daniar Setyo]]>;
<![CDATA[Azrai, Eka Putri]]>;
<![CDATA[Khansa , Anidya Annisa]]>;
<![CDATA[Kurnianto, Mathias Bagas]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.37752
<![CDATA[This study aims to determine the effectiveness of using the ARSINAPS mobile augmented reality application on learning motivation and outcomes in high school and biology education students. The method used in this study was quasi-experimental with a post-test control group design. The research sample consisted of two experimental classes and two control classes from three schools in the Jakarta, Bekasi, and Tangerang areas, totalling 140 students, and from the college level, consisting of one experimental class and one control class, totalling 68 students. The data obtained were in the form of learning outcomes in the respiratory system and learning motivation scores in biology learning. The average high school-level motivation score in the control class was 85.99, and the overall average for learning outcomes was 77.33 and 63.05. Based on the results of the data calculations, the application effectively improves students’ learning outcomes at the high school and undergraduate levels]]>
<![CDATA[Development of indigenous knowledge-based teaching materials on water cycle topic ]]>
<![CDATA[Salsabila, Annisa]]>;
<![CDATA[Meilinda]]>;
<![CDATA[Nazip, Khoiron]]>;
<![CDATA[Riyanto]]>;
<![CDATA[Wulandari, Ratu Mutiara]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.37996
<![CDATA[This study aims to develop indigenous knowledge-based teaching materials on water cycle topics under basic competencies 3.10 and 4.10 in junior high schools. The method used in this research is the type II developmental research of Richey & Klein consisting of the exploration and evaluation stages (trial). This research was conducted in two cycles of evaluation. The results of the development of teaching materials were tested for validity by 5 validators, readability was tested to sixteen students using the gap test. Based on the research results, the validation value for the development of the teaching materials was 4.36 which falls into the very valid category. The readability test results were 91.17% and when converted using Bormuth criteria, it means that the product is easy to understand. In conclusion, this teaching material applies to junior high school students, particularly the water cycle topic.]]>
<![CDATA[Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses ]]>
<![CDATA[Erlin, Euis]]>;
<![CDATA[Rahmat, Adi]]>;
<![CDATA[Purwianingsih, Widi]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.38102
<![CDATA[The purpose of this study was to improve students’ problem-solving ability and metacognitive self-regulation (MSR) by applying science technology society (STS) learning model integrated with metacognitive self-regulation. The participants were 13 students from Department of Biology Education who took microbiology courses. A quasi-experimental method with one-group pre and posttest design was used in this study. Data were collected through pre and posttest with eight open ended questions to measure students’ problem-solving ability on four microbiology topics (food, pathogen, waste and water microbiology). These topics were studied sequentially in two months. The instrument used to measure MSR is a questionnaire with open-ended questions. This questionnaire was developed based on three aspects of MSR namely, planning, monitoring and evaluation. MSR questionnaire was administered to students at the end of each topic. The N-gain test was used to analyze the improvement of students' problem-solving ability on each topic. The average score of all aspects in MSR questionnaire was used to explore students’ metacognitive self-regulation. The correlation between MSR and problem-solving ability was analyzed using Pearson correlation. The results revealed that the N gain score of problem-solving ability was increased from 0.56 in the first topic to 0.7 in the next three topics. The average of MSR score also increased from 66.15 in the first topic to 87.23 in fourth topic. There was a positive correlation between students’ MSR and problem-solving ability. These results indicated that application of Science Technology Society integrated with MSR is an effective strategy in improving students’ problem-solving ability and MSR. The implementation of this research is to develop a lecture program as an effort to improve the learning process]]>
<![CDATA[Creativity profile of biology teacher candidates: An exploratory study ]]>
<![CDATA[Setiono]]>;
<![CDATA[Windyariani, Sitiana]]>;
<![CDATA[Agustiani, Nur]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.38636
<![CDATA[Abstract: Creativity is one of the important skills that teachers must have today. Creativity can be defined as the human ability to generate new and valuable ideas. In addition, creativity is considered as a basic competency that needs to be possessed by students in higher education. The purpose of this study was to determine the creativity of prospective biology teachers and its relationship with students' knowledge mastery. For this purpose, a descriptive and correlational study was conducted on 13 biology pre-service students. The instrument used in this study was the Torrance creativity test based on 4 creativity indicators: fluency, flexibility, originality and elaboration. Descriptive and correlational analyses were conducted to identify students' creativity profiles and the relationship between students' creativity and their knowledge mastery. The results showed that there were three types of creativity owned by prospective biology teacher students, namely students with low (38.46%), medium (38.46%) and high (23, 07%) levels of creativity. The correlation test results show that concept mastery correlates with student creativity (r=0.3). The conclusion of this study is that prospective biology teacher students have different creativity, and there is a correlation between students' concept mastery and their creativity level so that there needs to be an effort from lecturers by designing learning strategies that can increase student creativity and concept mastery.]]>
<![CDATA[Analytical thinking ability: Implementation of modified free inquiry (mfi) learning models on environmental pollution ]]>
<![CDATA[Sigit, Diana Vivanti]]>;
<![CDATA[Budi, Agung Satiya]]>;
<![CDATA[Miarsyah, Mieke]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.39125
<![CDATA[Students' analytical thinking skills need to be developed and improved in biology learning. The lack of varied learning models used in learning makes students feel bored in learning. The modified free inquiry (MFI) learning model is one of the learning models that is thought to be suitable for improving students' analytical thinking skills. This study aims to determine and analyzed the effect of the application of the MFI learning model on students' analytical thinking skills on environmental pollution material. The method used in this research is quasi-experiment with the research design, namely pre-test and post-test control group design, and the sample used is 60 class X students. The data showed gain score in both classes is normally distributed and homogeneous. This research showed that MFI learning model effected the students' analytical thinking skills on environmental pollution. The application of the MFI learning model could be an alternative for teachers to improve students' analytical thinking skills, because this model encourages students' activeness in constructing knowledge so that it creates a meaningful learning experience.]]>
<![CDATA[Developing booklet of "vegetables aquaponic": Improving knowledge, interest of consumption and motivation of vegetable cultivation ]]>
<![CDATA[Supriyatin]]>;
<![CDATA[Rahayu, Sri]]>;
<![CDATA[Fitriasih, Fajarani]]>;
<![CDATA[Yanuar, Rizki Aditya]]>;
<![CDATA[Fadillah, Taufik Ismail]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.40071
<![CDATA[Lack of public knowledge, interest, and motivation regarding the benefits of vegetables as well as the development of vegetable cultivation techniques that are easy to apply on limited land have resulted in low levels of daily vegetable consumption. One effort to overcome the low consumption of vegetables is to increase knowledge about nutrition and nutrition contained in them by using booklet media. This research aims to develop a booklet with an attractive and easy-to-understand design, to increase interest in consuming and motivation to cultivate vegetables. Based on the results of media and material expert feasibility tests, the aquaponics booklet obtained a result of 92% in the very suitable category, while user testing in the development process obtained a result of 94% in the very suitable for use category. Based on the results of the t test, the 2-tailed Sig value was 0.009 <0.05, which means there was a significant increase in knowledge about vegetables after participants took part in aquaponics training. The results of the correlation test show that there is a high and positive relationship between interest in consuming vegetables and motivation to grow vegetables with a correlation of 0.676. Thus, it can be concluded that the vegetable aquaponics booklet has met the feasibility based on user testing and can increase knowledge, consumption interest, and motivation to grow vegetables..]]>
<![CDATA[Empowering prospective teachers’ scientific and digital literacy through exploring-resuming integrated criticizing (ERIC) in biology classroom ]]>
<![CDATA[Ramadani, Shefa Dwijayanti]]>;
<![CDATA[Lestari, Ayu]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.40886
<![CDATA[Prospective Science teachers need well-developed science and digital literacy to help the process of thinking, learning, communicating, working together, and working with their creativity. Unfortunately, various studies show that students' abilities regarding these two types of literacy still need to improve, especially in first-year students. This study aims to (1) analyze the potential impact of the ERIC learning model with the lesson study-based TPACK framework on science and digital literacy and (2) analyze the contribution of lesson study implementation during ERIC learning to the professional development of educators. This study used a concurrent mixed method. In-depth analysis through lesson study was conducted during the implementation of the ERIC learning model in a quasi-experimental setting. The collected data was then analyzed using the ANCOVA test to reveal the difference in mean scores between the experimental and control classes. At the same time, the results of learning observations and reflection on the lesson study phase were analyzed qualitatively. The results showed that the ERIC learning model with the TPACK framework had a significant effect on scientific and digital literacy. In addition, implementing lesson study enables educators to become more aware of students' learning difficulties and needs and, therefore, develop deeper knowledge about learning requirements]]>
<![CDATA[Improving student’s biological literacy skills using ARVi learning media ]]>
<![CDATA[Indriani, Risda Putri]]>;
<![CDATA[Kurniati, Tri Handayani]]>;
<![CDATA[Ristanto, Rizhal Hendi]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.43976
<![CDATA[Biological literacy is crucial for students to consider solutions to problems after analyzing them from various perspectives. The purpose of this research is to enhance biological literacy by using ARVi (Augmented Reality Virus) learning media. The research type is a quasi-experiment using a control group pretest-posttest design. The research instrument is a multiple-choice test validated by experts and empirical validation. The expert validation result shows an average score of 3.8, which can be interpreted as the test instrument being valid and suitable for use as a biological literacy measurement tool. The empirical validation result indicates that 3 questions are invalid, while 17 questions are valid as a biological literacy measurement tool. The reliability test result shows that the biological literacy test instrument has a reliability coefficient of 0.835, which can be interpreted as 70% confidence that the instrument can be trusted. The data analysis result shows that the data is normally distributed and not homogeneous. The independent t-test result is a t-statistic of 3.16 with a t-table of 1.98 at an α=0.05. This indicates that there is an increase in results between the control group to experimental group. The paired t-test result is a t-statistic of 15.7 with a t-table of 0.68 at an α=0.05. This indicates that there is an increase in posttest results compared to pretest results. This indicates that the ARVi media can enhance all aspects of biological literacy. The highest increase in biological literacy occurs in the nominal (82%), multidimensional (64%), structural (52%), and functional (32%).]]>
