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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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The effect of the emkontan model on students’ creative thinking skills in environmental pollution topics Yusup, Iwan Ridwan; Amalia, Nuranisa Dina; Paujiah, Epa
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.59423

Abstract

Creative thinking skills are a crucial component of 21st-century competencies, particularly in issue-based learning such as environmental pollution. This study aimed to examine the effectiveness of the EMKONTAN learning model in enhancing students’ creative thinking skills regarding environmental pollution. A quasi-experimental design with a non-equivalent control group was employed. The participants were seventh-grade students from a junior high school in Bandung, Indonesia. The sample consisted of two classes, with 27 students in the experimental group and 27 students in the control group. The instruments used in this study included several data collection tools, namely observation sheets used to assess students’ creative thinking skills during learning activities, written achievement tests used to measure students’ understanding of environmental pollution concepts, and student questionnaires used to collect information regarding students’ responses to the implementation of the EMKONTAN learning model. Data were analyzed using the Mann-Whitney test, revealing a significant difference between the experimental and control groups (p = 0.047 < 0.05). The normalized gain (N-Gain) score of 0.78 indicated a high level of improvement, with the originality indicator showing the greatest gain and fluency the lowest. The EMKONTAN model, grounded in real-life contexts, effectively facilitated the connection between learning and the students’ environment, promoting meaningful and creative ideas. These findings suggest that the EMKONTAN model is a practical and effective approach for environmentally-themed learning to enhance students’ creative thinking skills.
Profiling students' critical thinking skills in the human digestive system Dama, Lilan; Usman, Nurul Fajryani; Yusuf, Sabrina
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.59435

Abstract

Critical thinking is an important component in 21st-century Biology education, which demands the ability to critically analyze scientific concepts and information. However, students' critical thinking skills are still relatively low. This study aims to describe the profile of critical thinking skills of eleventh-grade students at a high school in North Sulawesi on the human digestive system. The method used is a quantitative approach with a descriptive design. The sample consisted of 19 randomly selected students. The research instrument was a test developed based on five critical thinking indicators according to Ennis, providing simple explanations, building basic skills, concluding, providing advanced explanations, and developing strategies and tactics. Data were analyzed descriptively quantitatively by looking at the percentage of achievement in each indicator. The results showed that most students' critical thinking skills were in the low category. As many as 74% of students were very low in providing simple explanations, and 89% were in the very low category in the advanced explanation indicator. The highest achievement only reached the sufficient category. These findings indicate that conventional Biology learning practices have not been able to encourage the development of critical thinking skills optimally. Therefore, this study emphasizes the importance of implementing profile-based diagnostic assessments and integrating active, contextual learning strategies that are oriented towards higher-order thinking skills in Biology learning.
Pengembangan LKPD Berbasis Model SSCS terintegrasi Strategi Meringkas untuk Memberdayakan Berpikir Kritis dan Literasi Sains Yusnaeni, Yusnaeni; Sudirman, Sudirman; Dhanii, Aria Rahma; Honin, Maryanto C.; Tanaem, Maresti; Nau, Karolina; Jelita, Susana
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.59874

Abstract

This innovative worksheet is designed based on the Search, Solve, Create, and Share (SSCS) model integrated with the Summarizing strategy to foster scientific literacy and critical thinking in students. This research aims to produce a worksheet based on the SSCS learning model integrated with the summarizing strategy that is valid and suitable for use in learning. This research is a developmental research and development (R&D) adapting the 4D model by Thiagarajan, Sammel, and Semmel. The research instruments used were an interview guide, expert validation sheet, teacher and student response sheets, and an integrated test instrument for critical thinking and scientific literacy. Data were analyzed descriptively. The resulting worksheet is suitable for use in learning because it meets the criteria for good preparation, namely didactic, constructive, and technical requirements. This product was declared highly valid with a score of 3.78 by media experts and 3.69 by material experts. Student and teacher responses also indicated that this worksheet product was suitable for use, with scores of 90.00% and 95.75%, respectively. Worksheets based on the integrated summarization strategy and the SSCS model can improve students' critical thinking skills and scientific literacy.
Efektivitas Pembelajaran Model SrVER Berbantukan Media Augmented Reality dan Virtual Reality terhadap Hasil Belajar Siswa SMA Handayani, Baiq Sri; Ayu Lestari, Tri; Kusuma, Anindita Suliya Hangesti Mandra; Suyantri, Eni; Wirajagat, Gde Cahyadi; Sukma, Izza Melati
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.60025

Abstract

This study aims to analyze the effectiveness of the SrVER learning model assisted by Augmented Reality (AR) and Virtual Reality (VR) media in Biology Learning. The study employed a quasi-experimental method with a pretest–posttest nonequivalent control group design. The population comprised high school students in Mataram City, and samples were selected using purposive sampling. Data were collected through a validated multiple-choice test (25 items, α = 0.82). Data analysis used Quade’s Rank Analysis of Covariance followed by the Least Significant Difference (LSD) test. The findings revealed a significant difference (p < 0.001) in students’ learning outcomes between the conventional, AR-assisted SrVER, and VR-assisted SrVER classes. The AR-assisted SrVER group achieved the highest improvement (52.31%), showing that AR effectively enhances visual understanding in biological concepts. Therefore, integrating AR in visual-based learning is recommended to improve student engagement and learning outcomes in Biology Learning
Project Based Environmental Education (PjBEE): Model pembelajaran inovatif untuk mengembangkan kompetensi keberlanjutan di kalangan calon guru Pamungkas, Sekar; Rohman, Fatchur; Al Muhdhar, Mimien Henie Irawati; Novianti, Vivi
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.60468

Abstract

The enhancement of students’ sustainability competencies remains a critical challenge in higher education. While project-based learning approaches have been effective in improving students’ problem-solving and collaboration abilities, their capacity to address complex environmental and sustainability issues is still limited. To overcome these limitations, this study developed and validated a Project-Based Environmental Education (PjBEE) model that integrates project-based learning with sustainability-oriented education. Employing a Research and Development (R&D), this study aimed to determine the model’s validity, practicality, and effectiveness in enhancing students’ sustainability competencies. The PjBEE model was implemented in environmental education courses and structured around six stages: Inquiring, Collaborating, Decision Making, Digital Action Planning, Creating Artifacts, and Action. Research instruments included expert validation sheets, observation sheets, student response questionnaires, and sustainability competency tests. The validation results confirmed that the PjBEE model met the criteria of high validity, feasibility, and practicality. Implementation findings demonstrated positive student engagement and significant improvement in sustainability competencies particularly in systems thinking, collaboration, strategic planning, and problem-solving. Therefore, the PjBEE model can serve as a pedagogically sound and empirically supported framework for integrating sustainability education into higher education curricula, particularly in biology teacher education programs.
Pengembangan Infografis Berbasis Isu Lingkungan Lokal untuk Meningkatkan Keterampilan Berpikir Kritis dan Pemahaman Konsep Siswa di SMPN 4 SATAP Mootilango Mahmud, Abdurrahman; Latjompoh, Masra; Lamangantjo, Chairunnisa J
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.60579

Abstract

This study addresses the persistent challenge of low critical thinking skills and inadequate conceptual understanding among junior high school students in science, particularly concerning ecology and biodiversity topics that require contextual relevance. The core gap identified is the lack of integration of contextually relevant and visually engaging teaching materials to support the development of these competencies. The research aimed to develop, validate, and evaluate the effectiveness of infographic-based learning media that integrates local environmental issues to enhance these two competencies in Grade VII students. Employing a Research and Development (R&D) approach, the study utilized the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to systematically design and test the learning product. The implementation phase used a One-Group Pre-test–Post-test Design involving 17 students      from a public junior high school located in Gorontalo Regency, Gorontalo Province. The developed media achieved an average expert validation score of 93.74% (Very Valid Category), confirming its quality. Effectiveness analysis using the Normalized Gain (N-Gain) score demonstrated significant improvement in student outcomes: the N-Gain for critical thinking was 0.72 (High Category), and for conceptual understanding, it was 0.77 (High Category). Furthermore, the media was highly practical, with student responses showing an overwhelming 98.1% positive feedback.      Given the demonstrated high levels of validity, practicality, and effectiveness, the use of infographic-based learning media that connects abstract scientific concepts with local environmental contexts is proven to be a robust resource for fostering students' critical thinking skills and conceptual mastery in biology education.
Smart snack module using peer learning to improve biological science literacy Setyaningrum, Yahmi; Wulandari, Irma; Septiasari, Ratih
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.60598

Abstract

Non-communicable diseases (NCDs) and adolescent malnutrition remain significant public health challenges, particularly among school-aged populations. Unhealthy snacking behaviors, combined with limited science literacy, reduce adolescents’ ability to make informed dietary decisions, underscoring the urgent need for effective, school-based educational interventions. This study aimed to develop and assess the effectiveness of a Smart Snack Strategy e-module that integrates peer education and problem-based learning (PBL) to enhance science literacy. The research used a Research and Development (R&D) approach with the ADDIE model, comprising needs analysis through health screening and stakeholder consultation, followed by design, development, expert validation, and product trials. The e-module covers three main topics: the smart snack concept, basic food microbiology, and food label reading. Validation by content, language, media, and learning experts confirmed that the module is highly feasible in terms of quality and usability. Subsequent limited and broader trials with 25 students demonstrated a significant improvement in science literacy, with an average gain of 30.92 points (p < 0.05). The e-module also fostered greater motivation, problem-solving skills, and healthier snack decision-making. These findings indicate that integrating peer education and PBL is effective in promoting active learning and healthy lifestyle behaviors. Therefore, the Smart Snack Strategy e-module represents a viable and innovative medium for enhancing science literacy and supporting adolescent health promotion in school settings.
Pengaruh Model Pembelajaran TGT Berbantuan E-LKPD Berbasis Teka-Teki Silang terhadap Minat, Keaktifan, dan Hasil Belajar Siswa Panjaitan, Chatryn Joice Elisabet; Sipahutar, Herbert
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.60767

Abstract

This study aims to determine the effect of the Team Games Tournament (TGT) learning with crossword puzzles-based E-student worksheet on students’ learning interest, activity, and cognitive outcomes on the ecosystem material. This research is a quasi-experimental study using a pretest-posttest control group design. The subjects consisted of two classes: class X-2 (experimental) taught using the TGT model with crossword puzzles-based E-student worksheet, and class X-3 (control) taught using the Direct Instruction model. The TGT syntax included class presentation, team formation, games, tournament, and team recognition, while the Direct Instruction syntax included presentation of objectives and motivation, material delivery, guided practice, feedback, and independent practice. Data were collected using questionnaires (learning interest), observation sheets (learning activity), and tests (learning outcomes). The data obtained were analyzed using an independent sample t-test, which showed a significance value lower than 0.05. Students in the experimental class showed higher learning interest (71.2% > 58.9%), greater learning activity (81.15% > 59.04%), and higher cognitive outcomes (83.06 > 70.56) compared to the control class. It can be concluded that the TGT model with crossword puzzles-based E-student worksheet has a significant effect on improving students’ learning interest, activity, and cognitive outcomes. Teachers are encouraged to apply this model as a student-centered strategy to improve the quality of biology learning and to use similar interactive media to create more engaging and collaborative learning experiences.
SQ3R model in biology education: Linking creative thinking, problem-solving, and academic achievement Siswati, Bea Hana; Aulia, Erina Rizki; Yunizar, Eva Yunizar; Paramita, Bintang Tata Paramita; Bernal, Rieziel Ann D.
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.61147

Abstract

Creative thinking is an essential competency in biology education to support students’ problem-solving skills and learning outcomes in the 21st century. However, instructional strategies that effectively foster these abilities remain a pedagogical challenge. This study aimed to examine the relationship between creative thinking skills, problem-solving skills, and learning outcomes through the application of the Survey, Question, Read, Recite, Review (SQ3R) learning model in biology education. A correlational research design was employed involving 72 eleventh-grade students at Arjasa Public High School. Data were collected using creative thinking tests, problem-solving essay tests, and biology learning outcome assessments, and analyzed using Pearson product-moment correlation and simple linear regression. The results revealed a very strong positive correlation between creative thinking skills and problem-solving skills (r = 0.911), with creative thinking contributing 82.9% to problem-solving skills. In addition, creative thinking skills showed a strong positive correlation with learning outcomes (r = 0.613), contributing 37.5% to students’ biology learning outcomes. These findings indicate that the SQ3R learning model supports the development of creative thinking skills that are closely associated with improved problem-solving skills and learning outcomes. Therefore, SQ3R is recommended as an alternative instructional approach in biology education to promote active learning and higher-order thinking skills.
Feasibility of learning videos on nutrient subtopics Anggini, Putri; Panjaitan, Ruqiah Ganda Putri; Titin, Titin
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.61401

Abstract

This study aims to develop and assess the feasibility of learning video media on the sub-topic of food substances based on the results of an inventory of medicinal plants that increase appetite in toddlers. The research method used is Research and Development (R&D) with reference to the Borg and Gall model which is limited to five stages, namely potential and problems, data collection, product design, design validation, and design revision. Media validation was carried out by five validators using a purposive sampling technique with assessments on aspects of format, content, language, and appearance. Validity analysis uses the Aiken's V formula, while reliability is explained using the Intraclass Correlation Coefficient (ICC) method. The results of the study showed that the learning video media obtained an overall validity value of 0.92 with a valid category. The results of the reliability test showed a value of 0.733 with a moderate category. Based on these results, the learning video media on the sub-topic of food substances is declared suitable for use as a biology learning medium, although further testing is still needed to determine its effectiveness in improving student learning outcomes.

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