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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 371 Documents
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Implementasi Realitas Virtual dalam Pembelajaran Biologi: Tinjauan Literatur Sistematis Murtini, Iin; 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.62319

Abstract

This study aims to investigate how virtual laboratories, cloud-based laboratory platforms, interactive molecular modelling, and serious educational games influence student engagement, conceptual understanding, and motivation. A systematic literature review was conducted on Scopus-indexed studies reporting empirical evaluations or pedagogical implementations of immersive technologies. Eligible studies were screened, coded, and analyzed thematically, emphasizing learning outcomes, instructional scaffolding, user interface design, scalability, and assessment practices. The review found that immersive technologies integrated with inquiry-based pedagogy consistently enhance student engagement and motivation, producing measurable short-term gains in conceptual understanding when supported by explicit scaffolding, timely feedback, and active instructor facilitation. Virtual and cloud-based laboratories expand access to authentic experimental experiences and enable scalable delivery through real-time data integration, while interactive molecular modeling strengthens spatial reasoning and procedural competence. Furthermore, serious educational games effectively promote conceptual transfer when their mechanics are explicitly aligned with instructional objectives.
Besemah indigenous knowledge for forest conservation in biology education Astari, Firsti; Meilinda, Meilinda; Nazip, Khoiron; Nisrina, Nur Salwa
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.62369

Abstract

Indigenous knowledge plays an important role in forest conservation; however, modernization has caused indigenous knowledge almost to disappear. This study aims to determine the Besemah Indigenous Knowledge for forest conservation in Biology Education at Benawa hamlet, Penjalang Village, South Dempo District, Pagar Alam City, Indonesia. This research used a descriptive qualitative method with observation through interviews and documentation with 22 affluent information respondents. The collected data were analyzed using thematic analysis to identify patterns and meaning related to indigenous knowledge in natural resource management. Based on the results of the research, it was found that some indigenous knowledge played a role in forest conservation including the prohibition of cutting down certain trees, the prohibition of clearing land and fire sources, the prohibition of killing protected animals, the prohibition of polluting water sources, and the prohibition of entering the forest without the permission of the customary leader. The findings of this study can serve as a model of good practice in forest management, in which indeginous knowledge, customary rules, and the active role of traditional leaders guide sustainable resource use and community participation in the Ayek Mude Tebat Benawa customary forest.
Student engagement and conceptual change through gamified flipped classrooms in biology education Safarini, Melly; Fitriani, Salma; Suwandi, Tri; Rahmat, 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.62844

Abstract

The gamified flipped classroom (GFC) is an extension of the traditional flipped classroom (FC) that embeds gamification elements into digital independent learning prior to face-to-face sessions. This study addresses the limited student engagement and persistent misconceptions commonly found in ecosystem learning by comparing students’ cognitive engagement, conceptions, and conceptual change patterns when learning through FC and GFC. A quasi-experimental design was employed involving 70 tenth-grade students assigned to FC and GFC groups, with learning conducted over four meetings. Cognitive engagement was measured using the four-scale Student Course Cognitive Engagement Instrument (SCCEI) after the intervention, supported by semi-structured interviews and documentation of student learning notes. Students’ conceptions were assessed using a four-tier multiple-choice test administered before and after learning, and conceptual change patterns were examined based on shifts in conception categories from pretest to posttest. The data were analyzed descriptively. The results indicate that students who learned through GFC demonstrated higher cognitive engagement across all indicators, developed more scientifically accurate conceptions, and exhibited more positive conceptual change patterns than those who learned through FC. GFC was particularly effective in reducing misconceptions, increasing sound understanding, and promoting construction-type conceptual changes. These findings suggest that integrating gamification into flipped classroom learning can enhance cognitive engagement and support deeper reconstruction of students’ conception in biology education. It is recommended that GFC be considered as an alternative instructional strategy to improve concept mastery in ecosystem learning and to support more meaningful student engagement.
What motivates students to learn about ecosystems in the socio-scientific issues classroom? Santoso, Agus Muji; Hendarso, Septa Adi; Yuliati, Rina; Pratama, Anggi Tias; Maulina, Dina; Primandiri, Poppy Rahmatika; Herawati, Elysabet
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.63176

Abstract

Research on student motivation within the Socio-Scientific Issues-based ASICC model for ecosystem topics remains limited, despite its critical role in achieving deep learning principles. This study aims to uncover students' motivation to learn biology. A standard Likert-scale-based instrument was used to measure student motivation. Data were obtained from this classroom action research based on lesson study. The average student motivation scores in each cycle were compared. Then, the student motivation data was also analyzed by comparing the dimensions of motivation according to Glynn's motivation theory. The results showed a significant and consistent increase in learning motivation from the pre-cycle to the second cycle, indicating better homogeneity of motivation. This increase was also reflected in the shift in the distribution of motivation categories, where students with high and very high motivation increased. An interesting finding from this study was that students were motivated to learn by the encouragement of grades motivation. The Socio-Scientific Issues approach to biology learning was realized by implementing ecosystem learning through the ASICC learning model. Environmental issues and cases can increase student learning motivation. However, an in-depth analysis conducted in this study revealed that students' grade motivation dimension was higher than other motivational dimensions. Presenting environmental issues or cases should be able to enhance intrinsic motivation. This finding suggests that grade motivation was the most easily stimulated dimension of motivation before developing motivation in other dimensions.
EKSPERIMEN MODEL PROCESS ORIENTED GUIDED INQUIRY LEARNING BERBASIS SOCIO SCIENTIFIC ISSUE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA MATERI PENCEMARAN LINGKUNGAN Shafira, Riannisa'a; Nurmiyati, Nurmiyati; Saputra, Alanindra
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.63363

Abstract

Critical thinking is a core 21st-century competency; however, evidence shows that many Indonesian students struggle with higher-order cognitive tasks. In a Surakarta public high school, over 50% of the Grade 10 students answered C3–C6 biology items incorrectly. The average student score represents 62.86, which falls below the minimum passing grade of 75. This significant gap indicates that lecture-based instruction provides insufficient support for student learning. This study examined the effectiveness of integrating Socio-Scientific Issues (SSI) into Process-Oriented Guided Inquiry Learning (POGIL) to improve students' critical thinking on environmental pollution. A quantitative quasi-experimental pretest–posttest design was applied to two homogeneous classes (n=36 each) selected from a total of 324 students: an experimental class receiving SSI-based POGIL and a control class receiving conventional instruction. Critical thinking was measured using a validated 10-item essay test with five indicators, supported by observations, interviews, and document analysis. Analyses were conducted using SPSS and N-gain software. The experimental class achieved a higher mean critical thinking score than the control class (89.4 vs. 56.6), with significant pre–post improvement in the experimental group (p=0.00<0.05) but not in the control group (p=0.20). The SSI-based POGIL implementation strongly correlated with critical thinking gains (r=0.835; p=0.000) and yielded a high N-gain (0.76). Observations showed the strongest performance in concluding with evidence (2.67/3.00) and a weaker performance in interpreting problems using local pollution cases over three 80-minute meetings. These findings indicate that SSI-based POGIL can enhance critical thinking in environmental pollution learning, although generalizability is limited by the small sample size.
Feasibility of a reproductive system booklet based on an inventory of postpartum medicinal plants Putri, Luviana; 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.61478

Abstract

Biology learning encompasses complex material, thereby requiring engaging instructional media to enhance students’ understanding. The selection of interesting learning media can increase students’ interest and motivation in the classroom learning process. This study aims to determine the feasibility of a booklet as a learning medium for the reproductive system topic, based on the results of an inventory of traditional postpartum medicinal plants in Teluk Batang Selatan Village, Kayong Utara Regency, West Kalimantan. The research employed a Research and Development (R&D) approach using the Borg and Gall model, which was modified by Sugiyono. The process included five stages: identifying potential and problems, data collection, product design, product validation, and product revision. Data analysis was conducted using Aiken’s V validity index and the Intraclass Correlation Coefficient (ICC) reliability test. The analysis results showed that the average Aiken’s V validity value was 0.94, categorized as very valid, covering the aspects of format (0.91), content (0.97), and language (0.93). The reliability test produced an ICC value of 0.727, categorized as moderate. Based on these results, the developed reproductive system booklet was declared valid, reliable, and feasible for use as a learning medium that integrates scientific concepts with the local wisdom values of the community.
Gamification-assisted project-based learning in biology education: Critical thinking and collaboration among students in urban Medan, Indonesia Situmorang, Damayanti; 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.62892

Abstract

In 21st-century learning, students are required to develop critical thinking and collaboration skills. Project-Based Learning (PjBL) integrated with gamification is considered a potential approach to support these competencies. This study aimed to examine the effect of gamification-assisted PjBL on Grade X students’ critical thinking and collaboration skills in the biodiversity topic at SMAN 21 Medan. The study employed a quasi-experimental method using a Non-Equivalent Control Group design, involving class X5 as the experimental group and class X7 as the control group selected through random sampling. Critical thinking skills were measured using ten essay questions representing five indicators, while collaboration skills were assessed through an observation sheet based on four indicators. The results showed a significant difference between the experimental and control groups. The t-test analysis of critical thinking skills yielded a significance value of 0.016 (< 0.05), with the experimental group achieving a higher posttest mean score (75.25) than the control group (61.60). Similarly, collaboration skills showed a significant difference with a significance value of < 0.001. These findings indicate that gamification-assisted PjBL has a positive effect on improving students’ critical thinking and collaboration skills compared to PjBL without gamification. Therefore, it is recommended that biology teachers integrate gamification elements such as points, badges, and challenges into project-based learning to enhance students’ critical thinking and collaboration skills.
Development e-module through problem-based learning on ecosystem concepts to improve environmental literacy Lubis, Silvi Puspa Widya; Handika, Handika; Samsuar, Samsuar
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.63603

Abstract

This study developed an e-module based on problem-based learning (PBL) on ecosystem materials to enhance environmental literacy using the 3D model. The research novelty lies in the systematic integration of environmental literacy indicators directly into the PBL syntax, synchronizing ecosystem problem-solving with ecological knowledge. The development progressed through define, design, and development stages, involving rigorous competency analysis, interactive storyboarding, and expert validation. Results demonstrated an overall feasibility score of 74.8% (feasible), with the material expert rating it at 66.6% (Feasible) and the media expert at 83.3% (very Feasible). Based on these findings, it is recommended that educators utilize this e-module as a supplementary tool to foster environmental awareness. Furthermore, future development should refine the material depth by incorporating recent local ecological data and expanding into the Dissemination stage through large-scale field testing to measure long-term behavioral impacts. This digital-interactive approach effectively bridges abstract biological concepts with real-world environmental challenges for students.
Problem-solving skills and self-efficacy in biology education: A systematic review Rofi, Abdul; Abidin, Zaenal
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.64491

Abstract

The study aims to analyze how both constructs have been investigated in empirical research, the reported relationships between them, the educational levels at which they are studied, and the methodological approaches and instruments employed. A systematic literature review (SLR) combined with bibliometric analysis was used as the method to provide a comprehensive overview of research trends, thematic clusters, and conceptual structures. Articles published between 2015 and 2025 in the Scopus database were screened and selected following PRISMA guidelines, resulting in seven studies that met the inclusion criteria. The bibliometric analysis identified five main thematic clusters, indicating the interaction between cognitive, affective, social, and pedagogical dimensions. The review shows that problem-solving skills are predominantly treated as indicators of cognitive achievement, while self-efficacy is positioned as a separate affective factor. Only two studies explicitly examined the relationship between these variables, reporting positive and mutually reinforcing interactions, whereas most studies analyzed them independently. Quantitative approaches with experimental or quasi-experimental designs dominated, with cognitive aspects assessed through performance tests and self-efficacy measured via Likert-scale questionnaires. Overall, the findings highlight the limited integration of cognitive–affective constructs in biology education research and emphasize the need for conceptual and methodological models that capture the dynamic interplay between self-efficacy and problem-solving performance. These insights provide implications for designing holistic and developmentally appropriate learning interventions in biology education
Publication and methodological trends in creative thinking research in Indonesian biology education Syahrul, Muhammad; Wael, Syahran; Arini, Ine; Bahri, Husnaini
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.61839

Abstract

Creative thinking skills have become a central focus in biology education research in Indonesia, reflecting the growing demand for innovative and student-centered learning approaches. However, comprehensive evidence regarding research design and data analysis trends in this field remains limited. This study aims to analyze publication and methodological trends in creative thinking research published in SINTA-accredited biology education journals in Indonesia between 2012 and 2024. A content analysis was conducted on 121 peer-reviewed articles published between 2012 and 2024, focusing on research design, instruments, data analysis techniques, and biological content domains. The results indicate that quantitative and quasi-experimental designs dominate the field, with tests and questionnaires as the most frequently used instruments, while descriptive and inferential statistics remain the primary analytical approaches. These findings suggest the need for greater methodological diversity and deeper integration of biological content contexts, and this study recommends future researchers to adopt mixed-method approaches and advanced analytical techniques to strengthen the rigor and impact of creative thinking research in biology education.

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