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Biosfer: Jurnal Pendidikan Biologi
Published by Universitas Negeri Jakarta
ISSN : 08532451     EISSN : -     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 336 Documents
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Development of a flipbook-based e-module on the human circulatory system Serina, Serina; Panjaitan, Ruqiah Ganda Putri; Wahyuni, Eko Sri
Biosfer: Jurnal Pendidikan Biologi Vol. 18 No. 2 (2025): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.54520

Abstract

Teaching materials for the human circulatory system are still limited to printed books, which lack interactivity and do not provide visual representations for understanding its anatomical structure. The development of interactive e-modules is needed to facilitate more effective learning through the integration of text, images, videos, and interactive elements. This research seeks to determine both the viability and student response to an interactive heyzine-based electronic module covering the human circulatory system submaterial, exploring its potential as a more engaging alternative educational resource. The study employed a modified Research and Development methodology based on the Borg and Gall model as adapted by Sugiyono. Researcher selected participants through purposive sampling, involving 36 eighth-grade junior high school students. The research utilized validation sheets and student response questionnaires. The research instruments were validated by 5 expert validators. The researcher used content validity analysis methods, specifically Aiken's V coefficient, to analyze the collected data. Reliability testing using Intraclass Correlation Coefficients. Assessment of student response questionnaire using the Likert scale. The teaching material validation analysis produced an average score of 0.92, placing it in the valid category. Reliability testing yielded a score of 0.806, which falls within the good classification. Students responded favorably to the developed educational materials, with an average positive response rate of 77.57%, indicating good reception. Based on these findings, we determined that the developed heyzine-based electronic module covering the human circulatory system sub-material is appropriate for educational implementation.
A Meta-analysis: Trends in the use of augmented reality in biology learning (2016-2025) Setiawan, Erik; Darmawan, Ericka; Alamsyah, Muhammad Radian Nur
Biosfer: Jurnal Pendidikan Biologi Vol. 18 No. 2 (2025): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.57782

Abstract

Augmented reality, which can visualize abstract concept especially in biology education has made these concepts more tangible, engaging, and easier to understand in biology education. This study employs a mixed-method meta-analysis approach (qualitative and quantitative) to examine the trends in the use of augmented reality in biology education from 2016 to 2025. A total of 35 articles were selected from 100 reviewed, based on inclusion criteria guided by the PRISMA protocol. The qualitative analysis was conducted by examining the thematic trends of the articles, while the quantitative analysis was carried out through effect size calculations. Research and Development (37%) and quasi-experiments (34%). The studies were predominantly conducted in the Java region, particularly West Java and East Java, indicating that there is still a technological gap between regions in Indonesia. The most frequently studied variables included concept understanding and learning outcomes (each with 7 articles) and learning motivation (6 articles). Quantitative analysis of 6 articles showed an average effect size of 2.249, which falls into the very high category.
Bridging technology and pedagogy: How TPACK-based PBL shapes critical thinking in human anatomy education Puspita, Laila; Asih, Dwi Nyaning Retno; Oktafiani, Raicha; Komarudin, Komarudin
Biosfer: Jurnal Pendidikan Biologi Vol. 18 No. 2 (2025): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.59050

Abstract

Critical thinking skills are pivotal in science education, enabling students to comprehend complex concepts, solve problems effectively, and excel in academic assessments. This study aims to determine the effect of TPACK-based PBL in improving students' critical thinking skills in human anatomy. Using a quasi-experimental design with unequal control groups, the study involved 60 students from two classes (experimental and control groups) in East Lampung, Indonesia. Data analysis via one-way ANOVA revealed a statistically significant difference between the groups (p < 0.001), with the experimental group demonstrating superior performance (mean score: 86.02 vs. 50.10). The large effect size (Cohen's d = 6.13) underscores the transformative potential of TPACK-PBL in fostering analytical reasoning and cognitive flexibility. The integration of digital tools within the PBL framework bridges pedagogical strategies, technology applications, and content mastery, enabling students to engage with authentic real-world problems. These findings align with constructivist theory, which emphasizes the active construction of knowledge through problem-solving contexts. These findings contribute to a new pedagogical model that synergizes TPACK and PBL, offering actionable insights for curriculum developers and educators seeking to foster critical thinking in complex biology topic.
Unification of PBL with RMS: Its influence on critical and creative thinking skills in human respiratory Karomah, Ana; Ristanto, Rizhal Hendi; Rusdi
Biosfer: Jurnal Pendidikan Biologi Vol. 18 No. 2 (2025): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.58761

Abstract

Critical and creative thinking skills are two essential aspects in 21st century learning. A simultaneous development of both skills can encourage students to find a correct, varied, and adaptive solution to a problem. This study identifies the influence of the unification of the Problem Based Learning (PBL) with the Reading, Mind mapping, and Sharing (RMS) on students' critical and creative thinking. The PBL and RMS are learning models that have complementary characteristics; therefore, they can be combined in a more effective learning strategy. The research method employs quasi-experimental research with non-equivalent pretest-post-test control groups design.  The research population includes students in Class XI MIPA in 2024/2025 academic year. The sampling uses a simple random sampling technique of 62 students. The research instruments consist of test and non-test instruments comprising 11 and 7 items of essay questions to measure critical thinking skills and creative thinking skills, respectively. The non-test instruments include a Student Worksheet and an observation sheet as secondary data. The pre-requisite test results in normally distributed and homogeneous data. The results of hypothesis test, MANOVA (p<0,05), indicate that the treatment of the unification of PBL with RMS influences student critical and creative thinking skills with a significance value of 0,001 and 0,002, respectively. The implementation of the unification of the PBL with RMS is proven to have a significant influence on student critical and creative thinking skills.
Digital plant project in biology education: Bridging sociodemographic gaps in plant awareness Fitriani, Rita; Hernawati, Diana; Putra, Rinaldi Rizal
Biosfer: Jurnal Pendidikan Biologi Vol. 18 No. 2 (2025): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.60879

Abstract

Plant awareness disparity poses a persistent challenge in biology education, limiting recognition, appreciation, and engagement with plants among preservice biology teachers (PSTs). This study investigated the influence of sociodemographic factors on PSTs’ plant awareness gains and evaluated the effectiveness of a digital plant project in addressing these disparities. A total of 134 PSTs participated in a project-based intervention involving observation, documentation, and analysis of local plants using digital tools. Plant awareness was measured through the validated Plant Awareness Disparity (PAD) Questionnaire, which covers four indicators: attention, attitude, knowledge, and relative interest. Sociodemographic data, including gender, age, residence, family income, family experience with plants, and plant-based cultural practices, were analyzed using t-tests and one-way ANOVA. The results showed significant improvements across all indicators of plant awareness after the intervention. Gender, residence, family income, family experience, and cultural practices significantly affected awareness gains, while age did not. Female students, urban residents, and participants from higher-income or plant-engaged families achieved higher gains. The digital plant project fostered active, experiential, and technology-supported learning, enabling equitable participation and engagement with botanical content. Overall, the findings highlight the potential of integrating digital and project-based approaches in biology education to enhance both conceptual understanding and affective appreciation of plants, while supporting inclusive curricula that address disparities in plant awareness.
Membina Keterampilan Abad 21: Efektivitas RICOSRE dan Flipbook Digital dalam Meningkatkan Kolaborasi Siswa Ramdani, Dani; Idaman, Raina Putri; Ali, Mufti
Biosfer: Jurnal Pendidikan Biologi Vol. 18 No. 2 (2025): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.59320

Abstract

This study is expected to provide an overview of the utilization of the RICOSRE learning model assisted by the digital flipbook media to collaborative skills of 11th-grade students on the human excretory system topic. Collaborative skills are critical in biology because they enable students to work together, discuss, and get an in-depth understanding of the concept, thus promoting learners' efficiency and readiness for scientific problems. The study applied a quasi-experimental design to a non-equivalent pretest-posttest control group. The population comprised seven classes in 11th grade of the National Senior High School 6 Tasikmalaya science class. However, the sample was three classes, selected using purposive sampling, whereby XI Science 3 was the experimental class, XI Science 2 was a positive control class, and XI Science 5 was a negative control class. The Collaboration Self-Assessment Tool 44-item questionnaire was used to collect data and proved valid and reliable. The results of the ANCOVA test show that the learning model used in the experimental class achieved significant results compared to the model used in the control class. Moreover, the LSD test could measure the difference level; hence, workload RICOSRE with a digital flipbook was better than RICOSRE with PowerPoint and Discovery Learning with PowerPoint. The RICOSRE model supported by digital flipbooks significantly enhanced students’ collaborative skills that help in keeping students active, interactive, and cooperative in learning biology. The findings recommended that teachers and curriculum developers apply this model to create engaging lessons that will keep students in continuing collaboration.

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