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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.
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Articles 371 Documents
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Problem-based Instructional Module: The Impact on High School Students' Scientific Process Skills Sa'diyah, Alfiatus; Harlita, Harlita; Prabowo, Chandra Adi
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.56748

Abstract

This study investigates the teacher's and students' perception of problem-based instructional modules on biology learning and its effect on students' scientific process skills. The stages of development were analysis, design, development, implementation, and evaluation (ADDIE). This was a quasi-experimental research with samples selected using cluster random sampling. Data were collected through needs analysis questionnaires, response questionnaires, and pretest-posttest of Science Process Skills (SPS). The module was validated by expert judgments. Data analysis used the Rasch model and paired t-test. Results indicate that the module effectively improves students' science process skills. Positive impressions were given by students and teachers regarding the use of the module. Rasch analysis shows the module helps stimulate students’ understanding and involvement. The N-gain test showed increased scores, especially in the communication aspect. Meanwhile, planning experiments scored lowest, indicating challenges in students’ experimental design skills. A significant difference was found in students' SPS before and after treatment, showing that PBL modules support better engagement and learning outcomes. Teachers observed students being more active, collaborative, and responsive in class discussions and problem-solving tasks. Students reported that the contextual problems enhanced their motivation, understanding, and critical thinking. The module also helped create a student-centered learning environment by promoting inquiry and exploration. Therefore, the PBL-based module for the excretory system is suitable, practical, and effective for improving high school students’ science process skills, fostering scientific literacy, and enhancing overall biology learning experiences.
Exploring the relationship and integration of 21st-century skills in biology learning Yudhistian, Yudhistian; Cintamulya, Imas
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.57590

Abstract

The relationship and integration of 4C competences, biological literacy, creative problem-solving, and science process skills in biology learning are rarely analyzed simultaneously. On the other hand, integrating the four skills is important in 21st-century biology learning. The research aim is to explore the relationship and integration of 21st-century skills in biology learning, including 4C competence, biological literacy, creative problem-solving, and science process skills. The research method was quantitative research with a non-experimental explanatory design using 44 participants through filling out questionnaires, which were then analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS) at the 5% significance level. The results prove that 4C competences have a significant influence on biological literacy; 4C competences have a significant influence on creative problem-solving; 4C competences have a significant influence on science process skills; biological literacy has a significant influence on creative problem-solving; biological literacy has a significant influence on science process skills; and creative process skills have a significant influence on science process skills. The research concluded that 4C competences through biological literacy and creative problem-solving skills significantly affect science process skills. The study has direct practical implications for educators in developing innovative biology learning strategies that integrate 21st-century skills through strengthening 4C competencies. This integration is crucial not only for improving biology literacy, creative problem solving, and scientific process skills but also as an essential step in enhancing the quality of future biology teachers.
PENGEMBANGAN MEDIA PEMBELAJARAN AUGMENTED REALITY (AR) BERBASIS TPACK PADA MATERI SISTEM EKSKRESI MANUSIA DALAM PEMBELAJARAN BIOLOGI SMA Natasha, Kinanti; Anwar, Yenny; Madang, Kodri
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.58133

Abstract

This study aimed to develop Technological Pedagogical Content Knowledge (TPACK)-based Augmented Reality (AR) learning media on the topic of the human excretory system for high school students. The research was conducted from October to December 2024 at a sample high school in Palembang and the Biology Education Laboratory of Sriwijaya University. The research method used the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation), reported up to the small group trial stage. Media validation was carried out by a material expert and a media expert, while practicality testing involved 30 students and 1 biology teacher. Validation results showed content validity of 81.7% (very valid) and media design validity of 92.5% (very valid). The small group trial revealed practicality scores of 95.2% from students and 100% from the teacher. Student learning evaluation results indicated that all students scored above 80 after using the media, demonstrating its effectiveness in enhancing conceptual understanding of the excretory system. In conclusion, the TPACK-based AR learning media developed is valid, practical, and effective for improving biology learning on the human excretory system topic.
The relationship between self-efficacy and problem-solving ability in biology learning at the senior high school Maulina, Dina; Wijaya, Agung Putra; Viyanti, Viyanti; Wati, Septiana Media; Rakhmawati, Ismi; Ibrahim, Nor Hasniza; Meriza, Nadya
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.58149

Abstract

This study aims to examine the relationship between self-efficacy and problem-solving ability in the topic of the human reproductive system at the senior high school level (SMA). The research employed a quantitative correlational design. A total of 65 students were selected using purposive sampling. Data were collected through a self-efficacy questionnaire and an open-ended test to measure problem-solving skills. The data were analyzed using regression analysis, preceded by a Pearson product-moment correlation test at a significance level of α = 0.01, with prerequisite tests applied. The results showed that the self-efficacy of Grade XI students at senior high school in the human reproductive system topic fell within the moderate category as much as 37%, while their problem-solving ability was in the adequate category in 45%. Statistical analysis yielded a significance value (2-tailed) of 0.00<0.01 and a calculated correlation coefficient as much as 0.700> 0.244 this indicates a positive and highly significant relationship between self-efficacy and problem-solving ability, with a strong correlation strength. In conclusion, there was a significant positive relationship between students' self-efficacy and their problem-solving abilities in biology learning, specifically concerning the human reproductive system material.
Model Rasch Sebagai Analisis Ketepatan Instrumen Butir Soal dan Evaluasi Biologi SMA Kelas 11 Cinantya, Gracia Cita; Bowo, Sugiharto
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.58337

Abstract

Assessment is a crucial component of education, measuring student learning. Multiple-choice tests are one of the most common assessment methods, and their thorough analysis is essential to ensure fairness and accuracy. When measuring environmental literacy among high school students, the psychometric quality of the instruments must be carefully studied to ensure they truly reflect student competence. The Rasch model, a part of Item Response Theory, is a powerful tool for evaluating item quality by examining the fit of student responses to the Model's expectations and determining item difficulty. This study aimed to develop and validate an instrument to measure environmental literacy among Grade XI students using the Rasch model. The developed tool encompasses knowledge, thinking skills, attitudes, and actions related to the environment. The Point-Measure Correlation results indicated a positive relationship between student ability and their responses, although some items were identified as needing revision for improved performance. The average match between the Model's predictions and the actual student responses was 73.5%, signifying that most of the data aligned with the Model's expectations. This research provides a robust framework for the psychometric evaluation of assessment tools in science education.
Mengintegrasikan Model RADEC dan Iklim Kelas untuk Meningkatkan Keterampilan Berpikir Kritis dan Kolaboratif Peserta Didik pada Topik Perubahan Lingkungan Adityaningsih, Shafira Ramadhanty; Sigit, Diana Vivanti; Supriyatin, Supriyatin
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.58489

Abstract

Critical thinking and collaborative skills are essential 21st-century competencies, yet many high school students still show limited development in these areas due to lack of conducive classroom environments and innovative learning models. This study aims to investigate the effects of the RADEC model and classroom climate on students’ critical thinking and collaborative skills related to environmental change. A quasi-experimental design with a 2×2 factorial model was applied to 132 tenth-grade students selected through simple random sampling. Students were divided into experimental and control groups. The findings revealed that (1) the RADEC model significantly improved students’ critical and collaborative thinking skills (p < 0.001), (2) classroom climate significantly affected these skills (p = 0.001), and (3) there was a significant interaction between the model and classroom climate (p = 0.023). These results indicate that integrating the RADEC model with a supportive classroom climate can effectively enhance students’ 21st-century learning skills and provide practical insights for improving biology education.
Keterampilan Berpikir Tingkat Tinggi (HOTS) Mahasiswa dalam Mengeksplorasi Kearifan Lokal Jambi Melalui Pembelajaran Berbasis Proyek Astriawati, Fitri; Kartika, Winda Dwi; Hariyadi, Bambang
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.58730

Abstract

In the era of 21st-century education, higher education institutions are expected not only to transmit knowledge but also to cultivate students’ Higher-Order Thinking Skills (HOTS). One promising approach to achieving this goal is integrating local wisdom into the learning process through the Project-Based Learning (PjBL) model. This study aimed to explore Jambi’s local wisdom through PjBL and analyze its impact on students' HOTS achievement. The research employed a quasi-experimental design with a non-equivalent pre-test and post-test experimental group design. The sample consisted of 27 Biology Education students at the University of Jambi, selected through purposive sampling. HOTS were measured using multiple-choice tests for analyzing and evaluating skills, and a holistic assessment rubric for the creating skill. Students’ HOTS scores were analyzed using a paired-sample t-test, while the effect size was calculated using Cohen’s d. The results showed that the exploration of Jambi’s local wisdom through project-based learning had a large effect on improving students’ HOTS, as indicated by the t-test results [t(20) = 23.972; p < 0.001; d = 5.2]. The greatest improvement occurred in the creating indicator (49.22%), followed by evaluating (31.48%) and analyzing (20.14%). These findings indicate that integrating Jambi’s local wisdom into the PjBL model is effective in developing students’ HOTS and supports contextual learning aligned with the principles of Education for Sustainable Development (ESD). Therefore, project-based learning that incorporates local wisdom can serve as a transformational strategy in curriculum development that meets the demands of 21st-century skills.
Empowering ecology learning with digital storytelling: A pathway to critical and computational thinking skills Zia, Khalida; Sigit, Diana Vivanti; Isfaeni, Hanum
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.59002

Abstract

Ecology learning presents complex challenges due to its interdisciplinary nature, requiring students to develop both critical and computational thinking skills. However, these higher-order cognitive abilities must be intentionally cultivated through innovative pedagogical strategies. This study developed and evaluated a digital storytelling–based learning medium designed to enhance students’ critical and computational thinking skills in ecology. The research involved 120 seventh-grade students from a public Islamic junior high school in Bekasi, Indonesia, and employed a quasi-experimental pre-test–post-test control group design. The control group received instruction through interactive PowerPoint presentations, while the experimental group used the digital storytelling medium; both groups followed a guided inquiry model. The developed media were validated by experts, yielding average scores of 74.28% (language), 77% (content), and 80% (design), indicating strong validity and feasibility. Instruments measuring critical and computational thinking were also validated and demonstrated high reliability (α = 0.83; KR-20 = 0.89). Data were analyzed using descriptive statistics and MANOVA. Results revealed significant improvements in both skills across groups, with the experimental group exhibiting greater consistency and higher final performance. Evaluation and decomposition emerged as the strongest indicators of critical and computational thinking, respectively. MANOVA confirmed a statistically significant multivariate effect (p = 0.033) of digital storytelling. These findings demonstrate that digital storytelling is a valid, feasible, and effective medium for fostering higher-order thinking in ecology learning and should be integrated into 21st-century science education
Environmental awareness and its relationship with plant literacy and green school management Dumaili, Dellivio Glementino; Mary, Tinjung
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.59106

Abstract

Climate change and human activities pose serious threats to the environment, making environmental awareness among younger generations increasingly crucial. Schools play a strategic role in shaping environmental attitudes and behaviors through structured and sustainable education. Strengthening environmental awareness in formal education is essential, as young people will become future decision-makers and agents of change in addressing environmental challenges. Environmental awareness is closely linked to understanding the role of plants and agriculture, which ideally develops through early environmental education. In Indonesia, green school initiatives are implemented through the Adiwiyata program across all school levels. This study examines the environmental awareness of senior high school students and its correlation with their understanding of plants and agriculture as well as their perceptions of green school management. Data were collected from 120 grade 11 students in four high schools (two public and two private) in Salatiga City, Central Java, using questionnaires and supporting documentation. Descriptive statistics and the Spearman Rank correlation test were employed. The findings revealed a strong correlation between students’ environmental awareness and their understanding of the role of plants and agriculture (r = 0.740) and a moderate correlation with green school management (r = 0.488). The study recommends integrating comprehensive and experiential environmental education, particularly focusing on plant and agricultural literacy, to enhance students’ environmental awareness and support sustainable school practices
Exploring students’ approach to learning tendencies among prospective biology teachers across years of study Dewi, Ika Nurani; Firdaus, Laras
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.59114

Abstract

Students’ Approaches to Learning (SAL) are widely recognized as critical determinants of educational quality and academic success. Despite their importance, empirical understanding of how students, particularly those in teacher education programs, adopt and develop these approaches remains limited. This study aims to investigate the learning approach tendencies among prospective biology teachers across different academic years. A total of 57 participants voluntarily participated in the study, comprising 24 first-year, 17 second year, and 16 third-year students enrolled in a biology teacher education program. The research employed a quantitative methodology to examine students’ preferences across four dimensions of learning approaches: deep motive (DM), deep strategy (DS), surface motive (SM), and surface strategy (SS). The findings indicate that third-year students exhibited a greater tendency toward deep learning approaches (DM and DS), suggesting a more intrinsic motivation and strategic engagement with learning materials. Conversely, first- and second-year students demonstrated a preference for surface learning approaches (SM and SS), which are typically associated with extrinsic motivation and superficial engagement. However, statistical analysis revealed that these differences were not significant, indicating that the year of study does not exert a substantial influence on the adoption of learning approaches. These results underscore the complexity of learning approach development and suggest that factors beyond academic progression may play a more pivotal role. Further research incorporating larger sample sizes and mixed method is recommended to elucidate the underlying mechanisms that shape students’ learning approach preferences over time.

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