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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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Diagnosis of plant morphology misconceptions using a two-tier diagnostic test Aidha Rizki Rosiananda; Wisanti Wisanti; Siti Zubaidah
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.65756

Abstract

Misconceptions are a problem in biology education because of the mismatch between individual knowledge and scientific concepts. Misconceptions need to be identified promptly to prevent them from hindering further knowledge construction. This study aims to identify misconceptions about plant morphology among 11th-grade high school students in Surabaya. The research design was a descriptive survey, with 114 11th-grade students from 9 high schools in Surabaya as participants. The research instrument was a plant morphology two-tier diagnostic test (PLANT-MOOD) consisting of 10 questions covering conceptual questions at the first level and reasons for answers at the second level. The research was carried out in two main stages, namely the test instrument development stage and the test implementation stage. PLANT-MOOD was highly valid (96.9%) as assessed by four botany experts and was declared 100% valid based on the MNSQ, ZSTD, and Pt Measure Corr criteria. PLANT-MOOD was also highly reliable with a Cronbach's alpha of 0.85. Data analysis used the Rasch option probability curve model and simple statistics expressed as percentages. The study found that students had a high level of misconceptions, namely 63% (17 misconceptions identified). The highest misconception was 77% regarding achene, known as strawberry seeds, and the lowest misconception was 38% regarding the concept of sweet potato tubers resulting from stem modification. The results of the misconception profile diagnosis provide educators with information for designing more effective learning strategies.
peran mediasi paradigma lingkungan baru (new environmental paradigm/NEP) dalam faktor-faktor predisposisi yang memengaruhi perilaku bijak terhadap lingkungan Agus Priadi; Erian Fatria; Eka Apriyanti
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.65792

Abstract

Modern society's environmental uncitizenship behavior is reflected in the accelerating impacts of climate change, biodiversity loss, natural disasters, environmental health problems, and resource depletion. This study aims to examine the influence of Environmental Leadership (EL), Ecological Intelligence (EI), and Personality Traits (PT) as predisposing factors of Environmental Citizenship Behavior (CB) among 40 university students selected through purposive sampling, with the New Environmental Paradigm (NEP) serving as a mediating variable. This research employed a quantitative approach using a causal study design. Data were collected through a calibrated questionnaire as the research instrument, and the data were analyzed using path analysis. The findings reveal that students' Environmental Citizenship Behavior (CB) in Bukittinggi is directly and significantly affected by Environmental Leadership (EL) (ρ = 0.520, p < 0.01) and the New Environmental Paradigm (NEP) (ρ = 0.388, p < 0.05). Furthermore, Environmental Leadership (EL) also exerts a significant direct effect on shaping students' environmental worldview, represented by the New Environmental Paradigm (NEP) (ρ = 0.257). In contrast, Personality Traits (PT) (ρ = 0.027) and Ecological Intelligence (EI) (ρ = 0.007) exhibit direct but statistically insignificant effects on both Environmental Citizenship Behavior (CB) and the New Environmental Paradigm (NEP). A highly significant direct effect on the development of students' New Environmental Paradigm (NEP) (ρ = 0.575). Sustainability interventions should not rely solely on students' inherent personality characteristics or theoretical ecological intelligence. A practical recommendation is to design and implement a Green Transformational Leadership program across the university through environmentally oriented leadership training for lecturers and student organization leaders.
The effect of decision-making infusion strategy on pre-service biology education teachers’ self-efficacy Hikmah Buroidah; Bea Hana Siswati; Wachidah Hayuana
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.65991

Abstract

Teacher self-efficacy is essential for effective teaching, yet many pre-service teachers still lack confidence in managing classrooms, selecting instructional strategies, and engaging students. This suggest that they need for an instructional approach that can strengthen their pedagogical decision-making. To address this issue, the Decision-Making Infusion Strategy (DMIS) is introduced as an innovative learning strategy integrated into the teacher education curriculum. This study aims to examine the effect of the Decision-Making Infusion Strategy (DMIS) on the self-efficacy of pre-service biology teachers, particularly in making pedagogical decisions related to classroom management, instructional strategies, and student engagement. The study employed an explanatory sequential mixed-methods design, in which DMIS was implemented as an instructional intervention during a pedagogy course. Quantitative data were collected using a Teacher Self-Efficacy Scale (TSES) adapted from Tschannen-Moran and Hoy, while qualitative data were obtained through semi-structured interviews. Quantitative data were analyzed using a paired-sample t-test, whereas qualitative data were analyzed using thematic analysis. The results showed a significant increase in self-efficacy scores following the DMIS intervention (p < 0.05). Qualitative findings further supported these results by identifying three key contributions of DMIS in strengthening pre-service teachers’ self-efficacy: (1) developing decision-making competence, (2) shifting from theoretical to reflective practice, and (3) mastery of pedagogical knowledge. These findings indicate that DMIS is effective in enhancing pre-service teachers’ self-efficacy and suggest that integrating DMIS into teacher education curricula can better prepare future biology teachers for classroom challenges. Future studies should apply experimental design with larger samples to confirm the longterm impact of DMIS on teacher development.
Scaffolding inquiry-based STEM: Enhancing problem-solving skills of preservice biology teachers Dwi Purbowati; Paidi Paidi; Anna Rakhmawati
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.68745

Abstract

Ecology courses demand the capacity to analyze complex environmental phenomena and to design innovative solutions. However, conventional ecology lectures often lack structured guidance to develop problem-solving skills. This research aims to evaluates the impact of inquiry-based STEM learning with scaffolding on the problem solving skills of prospective biology teachers, focusing on the eutrophicated Cengklik Reservoir ecosystem. Employing a quasi-experimental pretest-posttest control group design, the sample consisted of  60 students, divided into an experimental group (n=30) received inquiry-based STEM with scaffolding and a control group (n=30) receiving standard inquiry. The experimental group designed a five-layer water filtration device as their engineering solution.  Quantitative data were analyzed using ANCOVA with pretest scores as a covariate,  partial eta squared (η²) as the effect size, and were integrated with qualitative interview data. The results indicate significant difference in problem solving skills between groups (F(1,57)=24.356; p<0.001; η²=0.391), with the experimental group achieving a higher results (adjusted mean=3.74) than the control group (adjusted mean=3.03). The developed five layer filtration device reduced water turbidity (89.7%) and effectively bridged ecological theory with engineering practice. Thus, results demonstrate that inquiry-based STEM with enhances problem-solving capabilities through authentic product design. It is recommended that biology teacher education programs systematically integrate scaffolded STEM frameworks into ecological and environmental curricula to better prepare candidates for addressing real-world socio-scientific challenges.
PjBL-STEAM approach to enhance students’ creativity and science process skills in biology learning Avarha Mahaputri Jasmine Novarman; Supriyatin Supriyatin; Rusdi Rusdi
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.58601

Abstract

The advancement of knowledge and technology in the globalization period has had a significant impact on various aspects of life, the most notable of which is the educational sector.  A comprehensive learning plan is required for the 21st century.  The learning model is one of the critical components of learning that promotes active and interactive participation among students. Using an appropriate learning paradigm, a variety of experiences for students can be maximized.  This study aims to examine the effect of the PjBL learning model with the STEAM approach on students' creative thinking skills and science process skills on environmental pollution material. This study was conducted at SMAN 112 Jakarta, Indonesia in class X. This research method is quasi-experimental with a quasi-experimental research design with multiple control groups. The total number of selected samples is 132 students. Based on the hypothesis test using MANOVA, there is an effect of the PjBL-STEAM learning model on students' creative thinking skills and science process skills (p <0.05), so that the findings indicate that the PjBL-STEAM learning model has been proven to significantly influence students' creative thinking skills and science process skills in class X, on environmental pollution material.
Bahasa Inggris Al Khudri Sembiring; Rahmat Ramadansur; Marta Dinata; Della Julia
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.66028

Abstract

Biology learning becomes meaningful when students can explain how organs, enzymes, and nutrients interact as an integrated physiological system. Yet digestive physiology is often reduced to memorized labels, leaving a representational gap in how learners reason about invisible biochemical processes. Addressing this gap, this study examined the uniqueness of Canva-supported Project-Based Learning (PjBL) as a student-generated visual representation strategy for strengthening critical thinking and cognitive learning outcomes in the human digestive system. A quasi-experimental pretest-posttest control group design was implemented with 66 Grade XI students selected through purposive sampling at a public senior high school in Riau Province, Indonesia. Students were assigned to an experimental class taught through Canva-integrated PjBL and a control class taught through conventional instruction. Data were collected using critical thinking essays, cognitive tests, observation sheets, and student response questionnaires, then analyzed through baseline comparison, independent-samples testing, and normalized gain. Initial ability was comparable between groups (p = 0.385), but the experimental class achieved significantly higher posttest scores in cognitive learning outcomes (82.62 vs. 73.13) and critical thinking (82.52 vs. 73.08), with p < 0.001. N-gain results also favored the PjBL class for cognitive achievement (0.65 vs. 0.47) and critical thinking (0.61 vs. 0.41). High implementation fidelity (95.24%) and positive engagement supported these gains, although scheduling remained a self-regulation challenge (76.14%). The study contributes evidence that digital artifact-based PjBL can move biology instruction beyond recall toward mechanistic reasoning, with broader implications for designing student-centered, representation-rich biology education in complex physiology topics.
Ethnobiology of wonosobo batik: Biology education reference book based on local wisdom Susi Setianingsih; Ericka Darmawan; Setiyo Prajoko
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.66159

Abstract

Wonosobo batik motif interprets the rich nature, the geographical conditions, and the existing culture through distinctive motifs and utilizes several plant parts as its natural dyes. Utilizing the potential of flora and fauna in batik is not yet widely known by the public due to limited information. This study aims to determine the ethnobiological profile of Wonosobo Batik and to determine the feasibility of a reference book entitled "Ethnobiology of Wonosobo Batik" from a material and media perspective. The research methods use a qualitative approach(field study) followed by research and development (R&D) using the 4-D model developed by Thiagarajan, which was later limited to 3-D (Define, Design, Develop). Based on exploration result, 22 species of flora and fauna were identified as being used in Wonosobo Batik. These flora and fauna are classified in 16 order groups for flora and 3 orders for fauna. The order groups in flora are Brassicales, Apiales, Agaricales, Arecales, Solanales, Fabales, Myrtales, Sapindales, Poales, Malpighiales, Gentiales, Ericales, and the order groups in fauna are Psittaformes, Anseriformes, and Galliformes. Each ordo group has its own philosophical significance and benefits. The developed Reference Book was categorized as excellent, with a score 85.4% for material validity and 95% for media validity.
Merancang Model Pembelajaran Proyek Sains Warga untuk Pendidikan Kesehatan Kerja: Pendekatan Penelitian Berbasis Desain Asih Luklu Susiati; Andi Asmawati Azis; Abd Muis; Syamsiah Syamsiah; Andi Citra Pratiwi
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.66319

Abstract

Occupational Safety and Health (OSH) education requires instructional approaches that integrate scientific understanding with collaborative and contextual learning experiences. However, anatomy and physiology courses are often disconnected from authentic occupational health problems. The present research aimed to design and validate a Citizen Science Project (CSP) learning model for Human Anatomy and Physiology Education within occupational health contexts through a Design-Based Research (DBR) approach. The study involved iterative stages consisting of needs analysis, model design, expert validation, implementation, and evaluation. Collaborative competence was positioned as the primary learning outcome and assessed through structured classroom observations involving undergraduate OSH students. The CSP model integrated five learning stages: mapping, project design, presentation, execution, and gallery walk activities. The findings showed that students demonstrated consistently high collaborative competence across instructional meetings, with mean scores ranging from 81.67 to 85.31 and an overall average of 82.28. Improvements were particularly observed during project execution and reflective dissemination activities. The results indicate that the CSP model effectively promotes collaborative learning and authentic inquiry in Biology Education. These findings contributes to the development of contextual and participatory instructional models that support collaborative competence in occupational health learning.
Pengembangan Buku Zingiberaceae sebagai Eksplorasi Kearifan Lokal Sabang Saudah Saudah; Deta Pristihayati; Adi Hartono; Dian Aswita
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.66397

Abstract

The integration of local wisdom into biology learning resources remains limited, particularly in transforming ethnobotanical knowledge into scientifically validated instructional materials. This study aimed to develop a Zingiberaceae book based on Sabang’s local wisdom as a contextual biology learning resource. The research employed the 4D development model (Define, Design, Develop, Disseminate), but was limited to the Develop stage through expert validation. In the Define stage, curriculum needs, learner characteristics, and local biological potential were analyzed. The Design stage produced a prototype integrating scientific concepts of Zingiberaceae—such as taxonomy, morphology, phytochemistry, and ecological roles—with ethnobotanical information and cultural practices of the Sabang community. In the Develop stage, the product was evaluated by material experts, language experts, and teaching material experts using structured validation instruments. The results showed that material expert validation reached 92%, language expert validation reached 88%, and teaching material expert validation reached 90%, all categorized as very valid. The overall average validity score was 90%, indicating that the book fulfills the criteria of scientific accuracy, linguistic clarity, and instructional feasibility. The findings demonstrate that ethnobotanical knowledge can be systematically transformed into a valid contextual biology learning resource. Therefore, the developed book is recommended as an enrichment material to support contextual learning and strengthen the integration of local wisdom in biology education.
Pemetaan prinsip esensial dan konsep fundamental dari literasi kelautan pada film Avatar: the way of water untuk siswa SMA Rio Christy Handziko; Wihekan Paramitha; Anggi Tias Pratama; Yuni Wibowo; Tri Asih
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.66692

Abstract

Ocean literacy competences are important for Indonesia as an archipelagic country, yet it’s integration into learning remains limited. Popular movie Avatar: The way of water can used as alternative learning media to introduce ocean-related concepts. This research aimed to connect and map the 7 essential principles and 45 fundamental concepts of the ocean literacy in the movie Avatar: The way of water. Type of research conduct was qualitative research with semiotic method that had been done by identified detonative and connotative signs with data sheets concepts map as an instrument. Research had been conducted by identification of scenes, dialogues, and narrations on the whole duration movie. After that, mapping of the key scenes had been done as samples to be analysed. All the scenes, dialogues and narrations be identified for the ocean representation. Then, all the samples been categorized to connect with ocean literacy that had been globally developed by NOAA and UNESCO-IOC. Data had been qualitative analysed by comparison for each scene, dialogue and narration based on principles and concepts of ocean literacy. The results showed that movie of Avatar: The way of water contains 6 essential principles and 11 fundamental concepts of ocean literacy. It means that movie of Avatar: The way of water can be used for learning resource of ocean literacy. 

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