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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 397 Documents
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Students’ understanding of ecology: Identifying interaction between ecosystem components Puti Siswandari; Farhah Nadhif Tsalist; Sinta Atsmari Khomsah; Nazwa Noor Hidayah; Risa Meidawati
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.66792

Abstract

Ecology learning in schools should go beyond explaining isolated concepts, involving visual representations to help students comprehend the complexity of ecological systems. This study aimed to analyze high school students’ understanding of the interactions among ecosystem components using student-generated drawings. Sixty-three 10th-grade students participated in the study. This study employed a pre-test and post-test design by collecting student-generated drawings at two time points: before the instructional intervention to establish a baseline and after the intervention to assess its impact on students’ understanding. The students’ drawings of river ecosystems were analyzed and coded on three system levels: biotic-abiotic (BA), micro-macro (MM), and components-mechanisms-phenomena (CMP). Results from the Wilcoxon Signed-Rank Test indicated significant improvements in students’ ability to represent interactions across these system levels. Effect size calculations revealed large effects between BA:MM and BA:CMP, suggesting substantial learning gains. A moderate effect was observed between MM:CMP. While students showed a clear improvement in describing BA:MM interactions, their depictions of CMP remained limited. These findings highlight the importance of teaching strategies on ecosystem that explicitly integrate abiotic mechanisms at multiple biological scales. Such approaches can support students in visualizing ecological processes as interconnected systems, rather than fragmented components.
Development of instruments for problem-solving, cultural literacy, and conservation attitudes in biology education Nurlia Nurlia; Nurhayati B; Syamsiah Syamsiah; Hilda Karim
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.67055

Abstract

Assessment instruments are essential for evaluating students’ competencies in biology learning, particularly problem-solving skills, cultural literacy, and conservation attitudes. However, validated instruments specifically designed for biosystematics and plant taxonomy learning are still limited. This study aims to develop assessment instruments that can be used to measure students' problem-solving skills, cultural literacy, and conservation attitudes in biosystematics and plant taxonomy learning. The study employed a research and development (R&D) approach by adapting the ADDIE model, focusing on the analyze, design, and develop stages. The instrument development process was carried out through theoretical studies, indicator determination, grid preparation, instrument item formulation, expert validation, limited testing, and validity and reliability analysis. The developed instruments consisted of a problem-solving skills test in the form of essay questions, a cultural literacy questionnaire, and a conservation attitude questionnaire using a Likert scale. Validation was conducted by two experts in Biology Education, assessing content, construct, language, appearance, and instruction aspects. The validation results indicated that all instruments were valid, with average scores of 4.25 for the problem-solving skills test, 4.375 for the cultural literacy questionnaire, and 4.25 for the conservation attitude questionnaire. Reliability analysis showed Cronbach’s alpha values of 0.730, 0.910, and 0.733, respectively, indicating good to very high reliability. These findings demonstrate that the developed instruments are valid and reliable for assessing students’ problem-solving skills, cultural literacy, and conservation attitudes. Future studies are recommended to conduct broader field testing to further examine the effectiveness and generalizability of the developed instruments.
Pengembangan dan Penerapan Kurikulum Biologi Kontekstual untuk Konservasi Sumber Daya Alam dan Pembelajaran Berorientasi SDGs Fahmie Firmansyah; Saprolla Rollie Cale Deporos; Fazri Yulianto; Adnin Mutiara
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.67493

Abstract

This study aims to design, develop, and test a contextual biology curriculum focused on natural resource conservation, aligned with Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 15 (Life on Land). The Research and Development (R&D) method, using a modified 4D model (define, design, develop, disseminate), was employed to create a practical and effective curriculum. The Define stage identified gaps in the existing high school biology curriculum, particularly the lack of integration of local environmental issues and SDGs. The Design stage resulted in the development of syllabi, lesson plans, modules, and conservation-based teaching materials, systematically linking biological concepts such as ecosystems, biodiversity, and the life cycle of organisms with local conservation topics. Project-based learning and field activities were incorporated to enhance student engagement and promote environmental responsibility. The Develop stage involved expert validation and classroom trials, confirming the feasibility and effectiveness of the curriculum. The results showed significant improvement in students’ understanding of biological concepts and conservation, as well as positive changes in their pro-environmental attitudes and behaviors. This research provides a new framework for integrating sustainability into the biology curriculum, addressing local and global environmental challenges. The implications of this study are significant for curriculum development, offering a model for educators to foster environmental literacy and contribute to the achievement of the SDGs through practical, real-world learning experiences.
Validasi dan kesesuaian konten situs Google sebagai media untuk mengintegrasikan gamifikasi dan teknologi terkini dengan pengamatan langsung dalam pendidikan biologi Hery Fajeriadi; Aminuddin Prahatama Putra; Bunda Halang; Nurul Aulia; Gt. Muhammad Irhamna Husin; Muhammad Naufal Azzam; Muhammad Abdi Gusti; Fatimah Ghina Azzahra; Intan Sari; Siti Hafsoh; Rahmi Saputri; Hanisa Hanisa
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.67638

Abstract

Biology education requires interactive digital media capable of supporting direct observation activities and student engagement. However, the application of gamification-based media integrated with field observations in biology education remains limited and is rarely evaluated in terms of its validity and practicality. This study aims to analyze the validity and practicality of a gamification-based Google Sites platform named “Eco-Quest” for observation-based biology learning. The study employed a Research and Development (R&D) approach using Tessmer’s formative evaluation model, which includes expert review and one-to-one evaluation stages. Study participants consisted of three expert validators and ten students. Data were collected via expert validation sheets and student response questionnaires, then analyzed descriptively using a 1–5 rating scale and percentage conversion. The expert validation results showed an average score of 3.37, categorized as valid, while the system test achieved an average score of 4.63, categorized as excellent. The study findings indicate that the integration of gamification features, visual navigation, and observation-based activities enhances student engagement, interaction, and the effectiveness of task management. The aspects students found most helpful were the gamification system and visual display, while the main challenge identified was internet connectivity. Therefore, the “Eco-Quest” platform is suitable for use in biology education and requires further development through improved accessibility and testing of learning outcomes.
Psychometric validation of rasch model for critical reasoning on virus material in high school biology Nani Aprilia; Hani Irawati; Inrayati Atjo
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.67792

Abstract

Critical reasoning assessment is crucial in supporting deep learning at the high school level, especially in viruses. However, valid and reliable Rasch-based assessment instruments are still very limited. This study aims to validate a critical reasoning assessment instrument based on the Partial Credit Model (PCM) Rasch on viruses in high school biology. The research used a research and development approach with the Plomp model involving 105 Class X students of state high schools in Banguntapan district through purposive sampling.The instrument consisted of 15 polytomous items (scale 0–3) covering four aspects of critical reasoning. Data analysis was conducted using Winsteps software with a focus on item fit (Infit/Outfit MNSQ), difficulty parameters (eta & beta), threshold, separation reliability, and Wright Map. The analysis results showed a separation reliability of 0.7677 (fairly good category). Most items had good variation in difficulty levels, although many items showed disordered threshold patterns. Items P13, P14, and P15 were the most difficult items, while P6, P7, and P8 were the easiest. The findings showed that the instrument was able to differentiate student abilities but still needed revision in the response categories. Recommendations on instrument improvements through simplification of response categories and item writing are needed before widespread use. The instrument has the potential to be a formative diagnostic tool that supports an in-depth learning approach in Biology learning.
Memfasilitasi kreativitas dan pemahaman konseptual dalam tugas botani tumbuhan tingkat rendah: persepsi mahasiswa tentang Canva Yudhistian Yudhistian; Tabitha Sri Hartati Wulandari
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.67819

Abstract

Understanding the multidimensional perceptions of ease-of-use, satisfaction, motivation, creative skills, and conceptual understanding is crucial for evaluating the effectiveness of the Canva platform in lower-plant botany courses. This study aims to describe students’ perceptions of ease-of-use, satisfaction, and motivation in using Canva, and to explore their impact on creativity skills and conceptual understanding in Canva-assisted lower-plant botany course assignments. The study design was mixed-methods research involving 40 subjects. The research instrument included 25 closed-ended and 10 open-ended questionnaires for data collection, which were analyzed using a mixed-methods approach. The analysis revealed that all five indicators were in the very high category, with the highest percentage recorded for creativity skills (90.1%) and the lowest for conceptual understanding (87.2%). The qualitative analysis also confirmed students’ positive responses to the five indicators. The study concluded that the majority of students experienced ease-of-use, satisfaction, and increased motivation when using Canva, which significantly enhanced their creativity and conceptual understanding when completing lower-plant botany assignments. It is recommended that future experimental studies utilize specific rubrics to evaluate the balance between visual creativity and conceptual accuracy.
Development of AR flashcards to improve students' ESD-based analytical skills in biology Nabila Azqia; Wiwit Artika; Muhammad Nazar; Afandi Afandi; Muhibbuddin Muhibbuddin
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

Abstract

The development of digital technology has opened new opportunities in education, especially in the creation of interactive learning media. One innovation relevant to 21st-century learning needs is Augmented Reality, which provides a more realistic learning experience by integrating 3D visual elements. In line with modern educational demands, students are expected not only to gain knowledge but also to develop analytical skills for solving real-world problems. This study aims to develop AR-based flashcard media to improve students' ESD-based analytical skills. The study used the R&D method with the ADDIE model, involving 30 10th-grade students at SMA Laboratorium Universitas Syiah Kuala in the 2025/2026 academic year. The research instruments included an expert validation sheet, a System Usability Scale (SUS) questionnaire, a teacher and student response questionnaire, and an analytical skills test. The validation results showed that the media was in the "very feasible" category, with percentages of 87.45% (media) and 77.45% (material). The responses from teachers and students were positive, at 94% and 89.6% respectively, with a SUS score of 80.08, indicating that the media is practical and easy to use. The analytical skills test obtained an average N-Gain score of 0.57 (moderate category). The AR-based flashcard media was valid, practical, and effective in improving ESD-based analytical skills, especially at the senior high school level.

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