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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 397 Documents
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Publication and methodological trends in creative thinking research in Indonesian biology education Muhammad Syahrul; Syahran Wael; Ine Arini; Husnaini Bahri
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.
Identification of urban waste based on environmentally friendly products in biology education Silfia Ilma; Fitri Wijarini
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.64349

Abstract

Environmental issues are a major concern worldwide. Improperly managed waste is one of the causes of environmental damage. Household waste is the largest contributor to waste in Indonesia. Household waste consists of food scraps, plastic, cans, bottles, and other liquid waste. This study aims to identify the types of materials that can be used as recycled products in biology education especially environmental education learning, processing methods, and suitability with learning plans. The method in this research is systematic literature review (SLR). Reference searches used the Publish or Perish 8 application by analyzing articles indexed by Google Scholar. After conducting the identification, screening, eligibility, and inclusion processes, 10 articles were obtained from Google Scholar. All articles were explained for their suitability with the content of the material in the Environmental Education lesson plan. The findings in this study indicate that materials that can be processed into environmentally friendly products are plastic packaging, plastic bottles, diapers, and used cooking oil. This waste processing can be done using easily available additional materials and simple tools. This study provides a reference for household waste management, contributes to reducing the volume of waste ending up in landfills, supports environmental conservation by encouraging the utilization of waste that is still useful, and increases awareness and implementation of sustainable waste management practices in the community.
When Knowledge Becomes Action: The Relationship Between Ecosystem Concepts and Critical Thinking on Students' Environmental Responsibility Muhamad Rizal; Supriyatin; Rizhal Hendi Ristanto
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.58773

Abstract

Strong knowledge of ecosystem concepts and critical thinking skills are essential for developing environmentally responsible behavior to address contemporary environmental challenges. This behavior ensures that students not only understand ecological solutions but also actively participate in preserving the environment. This study aims to determine the relationship between students' mastery of ecosystem concepts and critical thinking skills with environmentally responsible behavior. Conducted in February 2025 at SMP Shidqia Islamic School with 112 students, the research employed a descriptive method with a correlational design. Data analysis involved prerequisite tests for normality, homogeneity, linearity, and multicollinearity to ensure validity. The findings indicate a moderate correlation between ecosystem concept mastery and environmentally responsible behavior, as well as between critical thinking skills and environmental responsibility. Furthermore, a simultaneous correlation exists when both ecosystem mastery and critical thinking skills are combined. It is recommended that biology educators integrate critical thinking exercises within ecological curriculum to effectively foster students' environmental responsibility. School policies should prioritize the implementation of active learning models that effectively bridge theoretical ecological knowledge into tangible and sustainable environmentally responsible behaviors within the educational ecosystem.
The role of self-awareness and learning discipline during distance learning in urban students Eka Putri Azrai; Erna Heryanti; Nandita Fazriati
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.58893

Abstract

Conceptual understanding is an essential component in achieving meaningful learning outcomes in biology. During distance learning, students are required to regulate their learning independently, making self-awareness and learning discipline important factors that may influence their conceptual understanding. This study aimed to examine the role of self-awareness and learning discipline in distance learning in improving students’ conceptual understanding of drug-related material among urban high school students. The research employed a quantitative descriptive correlational design. The study was conducted in a public high school in Jakarta, Indonesia, involving 85 grade XII science students selected through simple random sampling. Data were collected using validated instruments measuring self-awareness, learning discipline, and conceptual understanding. Data analysis included descriptive statistics, prerequisite tests, and regression analysis. The results showed that students’ self-awareness and learning discipline were generally in the high category. Regression analysis indicated that self-awareness and learning discipline together contributed 7.1% to students’ conceptual understanding of drug material, while 92.9% was influenced by other factors. These findings suggest that although self-awareness and learning discipline play a role in supporting conceptual understanding during distance learning, other internal and external factors should also be considered to improve students’ learning outcomes.
Development of an e-comic on biotechnology materials in high school Juliarti; Ruqiah Ganda Putri Panjaitan; Titin
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 2 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.60813

Abstract

Biology learning in biotechnology materials already incorporates practical activities, but the limitations of the media and visual representations remain obstacles to students' understanding. Therefore, media development e-comic potentially facilitate learning through a combination of interesting images, text, and stories. This research aims to determine students' eligibility and responses to the media e-comic, which includes biotechnology materials, as well as to explore its potential as an attractive educational resource. This research uses a modified research & development methodology based on Borg & Gall, adapted by Sugiyono. Selecting participants through purposive sampling, involving 20 tenth-grade high school students. This research uses validation sheets and student response questionnaires. The research instrument was validated by 5 expert validators. Using Aiken's V formula to analyze the data collected during the study. Reliability testing using intraclass correlation coefficients. Assessment of student response questionnaires using the Likert scale. Media validation analysis obtained an average value of 0.92, which is included in the valid category. Reliability test showing a reliability value of 0.946, which belongs to the excellent category. The assessment of student responses had an average score of 78.63%, indicating a good category. These results show that the media e-comic biotechnology materials received a positive response from students, and the media e-comic was effectively used in the learning process.
Popperian analysis of positivistic inquiry in indonesian biology education Tegar Satya Prahara; Nur Hafizah; Slamet Suyanto
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 2 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.62378

Abstract

This study aims to examine the epistemological tendencies underlying inquiry-based biology learning in Indonesia and to critically interpret them through Karl Popper’s falsificationism. A systematic literature review was conducted using the PRISMA procedure across Google Scholar, SINTA, ERIC, DOAJ, and Garuda databases, focusing on studies published between 2018 and 2025. Fifteen articles that met the inclusion criteria were analyzed through open coding and philosophical interpretation to identify patterns of scientific rationality in inquiry-based biology education. The findings show that inquiry is predominantly implemented in a verification-oriented and procedural manner, with success mainly measured through quantitative learning outcomes, science process skills, and scientific literacy scores. These practices reflect a positivistic orientation and provide limited opportunities for students to formulate risky conjectures, examine counter-evidence, and revise ideas through critical reflection. Based on these findings, biology education should reorient inquiry toward a reflective–critical approach that emphasizes severe testing, argumentation-based discussion, and contextual biological problem-situations so that students can develop stronger epistemic understanding and a more authentic view of scientific inquiry.
Pengembangan LKM STEM dengan Arduino Uno Sensor PH-4502C Materi Bioteknologi untuk Meningkatkan Berpikir Kreatif Mahasiswa Mei Kurniasari; Pramita Yakub; Rinie Pratiwi Puspitawati
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 2 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.64545

Abstract

This study aims to develop STEM-based student worksheet on environmental biotechnology material and analyze their validity, practicality, and effectiveness in improving students' creative thinking skills. This study uses the 4D model development method, which includes the define, design, develop, and disseminate stages, with 40 students from the Biology Study Program at Surabaya State University class of 2025 as the research subjects. The research instruments included expert validation sheets, student response questionnaires, activity observation sheets, and pretest and posttest tests of creative thinking skills. The data were analyzed using validity and practicality percentages and N-Gain scores to measure effectiveness. The results showed that the STEM-based student worksheet were highly valid with a validity percentage above 85% and highly practical based on student responses. The readability level was appropriate for students. The effectiveness of the student worksheet was demonstrated by an increase in the average creative thinking ability score from 68.75 on the pretest to 95.00 on the posttest with N-Gain values in the high to very high category. These findings indicate that the integration of the STEM approach through experimental activities and the use of technology is effective in training student creativity. This study recommends the use of STEM-based student worksheet as innovative teaching materials to support biotechnology learning in higher education.
Empowering critical thinking and self-awareness through biology learning mosquito larva control project Yena Harmelayati; Novantrya Salidar; Ari Widodo; Sariwulan Diana
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 2 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.65150

Abstract

This study investigates the effectiveness of a mosquito larva control project in enhancing students’ critical thinking skills and self-awareness within biology learning. Contemporary biology education increasingly demands the integration of cognitive and affective competencies through authentic learning contexts. A mixed-methods experimental design was employed involving 27 high school students in Bandung. Quantitative data were collected through pretest–posttest measures of critical thinking and a self-awareness questionnaire, while qualitative data were derived from student experiments, reflections, and group-based project activities. The intervention was implemented through a Problem-Based Learning (PBL) framework, encompassing problem identification, field investigation, and the design and testing of mosquito larva control solutions. Quantitative analysis using N-Gain indicated a moderate improvement in critical thinking skills (N-Gain = 0.7) and a high level of self-awareness (mean = 4.29). Qualitative findings revealed that students actively engaged in data-driven discussions, demonstrated analytical reasoning, and developed reflective awareness of their role in environmental health contexts. Most student groups successfully designed and implemented functional larval control strategies based on empirical observations.These findings suggest that the mosquito larva control project is effective in simultaneously strengthening students’ higher-order thinking skills and ecological self-awareness. The effectiveness of this approach may be further enhanced through extended project duration, structured reflective activities, and targeted teacher facilitation focusing on analytical and evaluative processes.
Pengaruh Model Pembelajaran Kooperatif Tipe Think Talk Write (TTW) Terhadap Keterampilan Berpikir Kritis Jusmiati Jafar; Nur Zakiyah Randi; Henny Setiawati
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 2 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.65291

Abstract

The 21st century is characterized by rapid change, innovation, and increasingly intense globalization. This condition demands individuals to have skills capable of facing various challenges. One of the skills that need to be possessed is critical thinking skills. Critical thinking skills are important for students to help in analyzing problems, evaluating, and identifying solutions to complex problems. The results of observations that have been carried out indicate that students' thinking skills are still not optimally developed. Steps that can be used are implementing cooperative learning Think Talk Write (TTW). The aim of this study was to determine the effect of the cooperative learning model Think Talk Write (TTW) on the critical thinking skills of class XI MIPA students at SMA Negeri 3 Enrekang. The design of this study was a one-group pretest-posttest design. The research instruments used were a critical thinking skills test and a student activity observation sheet. Data were analyzed using descriptive statistical analysis and inferential statistical analysis using the Paired Sample Test. The results showed that the average pre-test score of students' critical thinking skills was 35.25 in the "very low" category and the post-test score was 77.58 in the "high" category. The results of the statistical analysis obtained a probability value of sig (2-tailed) = 0.000 <α (α = 0.05). These results indicate that learning using the Think Talk Write (TTW) cooperative learning model has an effect on the critical thinking skills of Class XI MIPA students at SMA Negeri 3 Enrekang.
Microorganism knowledge and hygiene behavior among senior high school students M. Rafi Dhiaulhaq; Ali Mustofa
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 2 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.65737

Abstract

Public understanding of microorganisms is a critical component of scientific literacy, particularly in the context of infectious disease prevention. However, research consistently documents persistent misconceptions and fragmented knowledge among secondary school students, underscoring the need for evidence-based evaluation of microbiology literacy in formal education settings. This study aimed to evaluate the levels of knowledge, attitudes, perceptions, and behaviors of senior high school students regarding microorganism-related issues within a biology education context. A cross-sectional survey design was employed involving 188 eleventh- and twelfth-grade students from senior high schools in Tuban Regency, East Java, Indonesia. Data were collected using a structured questionnaire encompassing four dimensions: knowledge (6 Likert-scale items), attitudes (6 Likert-scale items), perceptions (7 multiple-choice items), and behaviors (7 multiple-choice items), and were analyzed descriptively. Results revealed that students' knowledge was categorized as high (mean = 3.15). However, conceptual understanding remained fragmented, with students predominantly perceiving microorganisms as harmful agents. Perceptions fell within the moderate category, reflecting a gap between factual knowledge and integrated scientific understanding. Attitudes were very high overall (mean = 3.48), though inconsistencies were evident in food safety decision-making. Hygiene-related behaviors were generally high; however, discrepancies were observed in food storage practices and disinfectant use. These findings indicate that strong basic knowledge and positive attitudes do not automatically translate into consistent and appropriate health behaviors. Biology education programs must therefore adopt integrative instructional approaches that explicitly connect microbiological concepts with real-world applications to bridge knowledge-attitude-behavior gaps and promote health-literate graduates.

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