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Assimilation: Indonesian Journal of Biology Education
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : 26217260     DOI : -
Core Subject : Education,
Education
AIJBE published a scientific paper on the results of the study/research and review of the literature in the sphere of biology education includes: learning strategy, learning media, assessment, teaching materials, curriculum, and teacher professional development. AIJBE covers many research in all level of education (primary, secondary, and higher education). The publication frequency is twice a year in March and September.
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Articles 7 Documents
 1 
Search results for , issue "Vol 7, No 1 (2024): March 2024" : 7 Documents clear
The effect size analysis of process oriented guided inquiry learning (POGIL) model on cognitive aspects of science learning Ilman, Eprian Nur; Putri, Aulia; Sianturi, Lidya Juliven; Ristanto, Rizhal Hendi; Isfaeni, Hanum
Assimilation: Indonesian Journal of Biology Education Vol 7, No 1 (2024): March 2024
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v7i1.65514

Abstract

Process Oriented Guided Inquiry Learning (POGIL) model is designed to make students actively participate in study groups. The aim of this research is to analyze the effectiveness of the influence of the POGIL model in learning science on cognitive aspects or student learning outcomes. This research used a meta-analysis method with research subjects as many as 11 national articles with PRISMA guidelines. The guidelines for meta-analysis research include collecting data, calculating the effect size for each research subject, Assessing the impact of using POGIL model on learning outcomes which include cognitive aspects of students, Drawing conclusions. The results of this research showed that there was a difference between the experimental class and the control class regarding the cognitive aspects of science learning. POGIL model can improve science learning outcomes based on the results of the analysis. It is ranging from 9.43% for the lowest to the 37.18% for the highest with an average of 19.85%. The results of the effect size analysis showed that the POGIL learning model has a strong category with 1,794 in score. This showed that POGIL model can influence cognitive aspects and critical thinking skills.
An examination of the potential of STEM-based biology learning for improving higher order thinking skills Rahmawati, Dini Nurani; Surtikanti, Hertien Koosbandiah; Riandi, Riandi
Assimilation: Indonesian Journal of Biology Education Vol 7, No 1 (2024): March 2024
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v7i1.65479

Abstract

In 21st-century learning, Higher Order Thinking Skill is a skill that is targeted to be possessed by students, because learning in biology has led to finding solutions to real problems faced by students that require reasoning and analysis to understand them. The purpose of this literature review is to determine the potential of learning with the STEM approach to increase HOTS. The research method used is a systematic literature review of several reputable articles published in recent years through content analysis. From the articles used in this review, it was found that there is an increasing trend of research variations in various learning methods. This study also shows that Environmental Change is the most widely used topic in STEM-related research, both at the high school and university levels. Concerning the findings of this study, several recommendations have been put forward for future research underpinning the STEM approach as the main focus in improving HOTS. Some of these recommendations include increasing the variety of research types and selecting more diverse biology topics. 
Developing technological, pedagogical, and content knowledge (TPACK) booklet in biology subject to provide the TPACK materials for prospective biology teachers at UIN Sunan Kalijaga Yogyakarta Utami, Aprillyana Dwi; Harahap, Guschairani; Khoiriyah, Alya Nur
Assimilation: Indonesian Journal of Biology Education Vol 7, No 1 (2024): March 2024
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v7i1.66063

Abstract

This research aims to develop a valid and practical Technological, Pedagogical, and Content Knowledge (TPACK) booklet for biology subjects to provide the TPACK materials of Biology Education students, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta. This research is development research that carried out in three stages, namely the analysis, design, and evaluation stages. The analysis stage consists of literature study and identification needs. The design stage includes formulating objectives, preparing material, and designing the TPACK booklet for biological material. The evaluation stage itself is divided into self-evaluation, expert review, one-to-one and small group stages. This research was carried out only at the small group stage. The product research results were categorized as ‘very valid’ by the media validator with a score of 3.83 and the material validator with a score of 4. The development of the TPACK Booklet for biology subjects received a one-to-one and small group trial assessment with scores of 3.66 and 3.65 respectively in the ‘very practical’ category. It can be concluded that the TPACK Booklet for biology subjects is categorized as ‘very valid’ and ‘very practical’.
Improvement of students' digital literacy through the development of android-based Smart Edu learning media on plant breeding material Fitriasih, Fajarani; Faros, Arrum Ardila; Gunarsih, Dwi; Ristanto, Rizhal Hendi; Isfaeni, Hanum
Assimilation: Indonesian Journal of Biology Education Vol 7, No 1 (2024): March 2024
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v7i1.65504

Abstract

This study intends to increase students' digital literacy abilities through the implementation of Smart Edu learning media in plant breeding material. This is a research and development project. Peer reviewers, material specialists, media experts, and student trials are used to evaluate products. Digital literacy and media assessment questionnaires were used to gather research data. The investigation's findings are: 1) According to scientific phases, the Android-based Smart Edu learning media was created, and its features include an eye-catching visualization display, ease of use, and content that aligns with the goals of plant growth and development; 2) according to material expert tests, android-based smart edu learning media on plant growth and development material that has been developed is suitable for use in learning when viewed from the perspective of content assessment or the learning material's contents, which are included in the very good category; 3) learning with android-based smart edu media has significantly improved digital literacy when compared to conventional learning. The development and application of Android-based smart educational learning materials demonstrate that their use is both practical and efficient in enhancing students' digital literacy. Further study should be done to create iOS and Android-based applications as well
Revolutionizing learning: Enhancing student worksheets on plant tissue structure through vee diagrams in alignment with the merdeka curriculum Saputra, Angga Dwi; Supriatno, Bambang
Assimilation: Indonesian Journal of Biology Education Vol 7, No 1 (2024): March 2024
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v7i1.66426

Abstract

Practicum is an important component in biology learning and it helps students to gain hands-on experience. Practicum activities can be provided with the help of student worksheets. Based on observations, the student worksheets used have inadequate quality. This study aims to analyze and reconstruct the student worksheets. The research method applied in this study is a qualitative descriptive method. With the following flow: Analysis, Try, and Reconstruction. The results of the analysis using the Laboratory Activity Analysis Form show that there are problems in the student worksheets Plant Tissue Structure from a structural aspect. Problems were also found in conceptual, practical specifications and knowledge construction specs through vee diagram analysis. Therefore, reconstruction was carried out on the student worksheets Structure and Function of Plant Tissues. The reconstructed worksheets were developed according to the demands of an independent curriculum that emphasizes students' literacy and numerical reasoning skills. The practical aspect of the worksheets aimed to guide students in discovering factual objects and phenomena through hands-on activities, thereby facilitating the construction of knowledge.
Perceived difficulty levels of basic concepts in biology by teachers in senior schools in Ogbomosho, Nigeria Alawonde, Oluseye Adegboye; Luwoye, Akindeyi; Ahmed, Abiola Tawa; Ahmed, Mulkah Adebisi; Abimbola, Ahmatullahi Folakemi
Assimilation: Indonesian Journal of Biology Education Vol 7, No 1 (2024): March 2024
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v7i1.66464

Abstract

Over the years, many factors have been visible that lead to unimpressive performance in biology. One of the factors includes ineffectiveness and inefficiency of biology teachers which results from the difficulties faced with some biology concepts. The study investigated perceived difficulty levels of basic concepts in biology by teachers in senior schools in Ogbomosho, Oyo State. The study adopted a descriptive research of the survey type. The population for this study comprised all biology teachers in Ogbomosho. A simple random sampling technique was employed to select 262 respondents. The research instrument for this study was the Biology Teachers’ Perceptions Questionnaire on Difficult Concepts (BTPQDC). Three research questions were raised in the study. The research questions were analyzed using frequency count, percentage and cross-tabulation. The results showed that biology teachers perceived the majority of the basic concepts as not difficult. The concepts include the conservation of energy topics such as laws of thermodynamics, food chain, water cycle, micro and macro elements and holozoic nutrition Also, biology teachers perceived some reasons as the cause of difficulty in the basic concepts of biology. They include misconception of the concepts, insufficient subject-matter knowledge of the concepts, abstractness of the concepts, and complexity of the topic. 
Improvement of student’s argumentation skill through problem-based learning in the concept of nerveous and endocrine system disorders Lutfiani, Resti; Hamdiyati, Yanti; Suhaeni, Lilis
Assimilation: Indonesian Journal of Biology Education Vol 7, No 1 (2024): March 2024
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v7i1.58589

Abstract

21st-century education directs learners to develop the skills of argumentation. Argumentation skills are the intellectual abilities involved in solving problems, making judgments and decisions, and formulating ideas and beliefs. The purpose of this research was to improve students' argumentation skills through the implementation of the Problem-based learning model in the concept of nervous and endocrine system disorders. This study was Collaborative Classroom Action Research with two learning cycles in the concept of Nervous and Endocrine System disorders. This study reveals students' argumentation skills adapted from Dawson Venville (2009). The results of this research revealed that the level of students' argumentation skills in cycle I was only up to levels 1 and 2. As much as 59% of students were at level 2 argumentation skills and 41% of students were at level 1 argumentation skills. In cycle II, there are students with level 3 argumentation skills. The rest scattered on levels 1 (3% of students) and 2 (35% of students) argumentation skills. Through this research, we found that students' argumentation skills increased from cycle I to cycle II.

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