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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 10 Documents
 1 
Search results for , issue "Vol 8, No 1 (2025): March 2025" : 10 Documents clear
Educational transformation through ethno-STEM: Exploring its potential, challenges, and impact on 21st century skills Agustinus, Subagja; Permana, Irvan; Ardianto, Didit; Permanasari, Anna; Nuraeni, Eni
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.80144

Abstract

This study aims to analyze Ethno-STEM-based learning, focusing on the implementation, challenges, and its impact on students' critical and creative thinking skills. The study employs a qualitative analysis method using an open coding approach on nine relevant articles published between 2020 and 2024. The analysis results indicate that integrating Ethno-STEM with a Project-Based Learning (PjBL) approach is effective in enhancing students' critical and creative thinking skills, with most research findings showing significant improvements in both skills. The main challenges identified include educators' limited understanding of Ethno-STEM, technological constraints, and difficulties in integrating local culture into the STEM curriculum. Several studies also highlight the need for teacher training and infrastructure development to support the sustainable implementation of Ethno-STEM. Overall, Ethno-STEM-based learning significantly contributes to the development of 21st-century skills, particularly in enhancing students' creativity, critical thinking, and cultural awareness. These findings recommend further development of Ethno-STEM-based learning resources, such as e-modules and learning syntax, to support educational practices oriented toward local cultural sustainability. This study provides a critical foundation for more inclusive and value-based curriculum innovations in the future.
Enhancing students' creative thinking skills through creative problem solving in green schools: A sustainable approach to learning Pratama, Anisa O. S.; Handoko, Akbar; Kuswanto, Eko; Asnawi, Daffa Rahmanda
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.73057

Abstract

This research aims to analyze the influence of the Creative Problem Solving model on the creative thinking skills of class XII high school students. This research uses a quantitative approach with a quasi-experimental design, specifically the matched-only pretest-posttest control group design. The population in this study consisted of 167 students. The research sample was obtained using the cluster random sampling technique, resulting in an experimental class of 34 students and a control class of 34 students. The instruments used were tests, questionnaires, observation sheets, and documentation. The collected data was analyzed using the MANOVA test. The results show that the N-Gain value for creative thinking skills in the experimental class is higher than in the control class, specifically 0.58 0.36. Therefore, it can be concluded that using the Creative Problem Solving learning model significantly influences the creative thinking skills of class XII high school students.
The effect of the discovery learning model assisted by flipbook media on student learning outcomes in plantae topic Fitriyana, Fitriyana; Ningsih, Kurnia; Yeni, Laili Fitri
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.76133

Abstract

In the tenth-grade students of SMA Negeri 4 Pontianak, this study aims to measure the effectiveness of the Discovery Learning model using a Flipbook in enhancing the understanding of the Plantae material. The study adopts a quasi-experimental design with a non-equivalent control group design. Two entire classes were selected as the research sample: Class X MIA 2 as the experimental group receiving the treatment and Class X MIA 4 as the control group without treatment for comparison. The research instrument consisted of a multiple-choice test with a total of 20 items. The comparison of the average scores between the experimental group (15.89) and the control group (15.17) indicates a significant improvement in the experimental group. However, statistical analysis using the Mann-Whitney U test shows no statistically significant difference between the two learning groups. The 13.68% improvement in students' learning outcomes on the Plantae material can be attributed to the implementation of the learning model used in this study.
Plant blindness in high school students: Identification and alternative solutions of the problem Soraya, Puan Helwa Rezha; Kusumastuti, Mimin Nurjhani; Solihat, Rini
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.78364

Abstract

This study was conducted to determine the level of plant blindness in three schools in West Java. This study was also conducted with the aim of looking at the differences in the level of plant blindness as well as the relationship between the tests and questionnaires given to students. As a follow-up, this study discusses alternative solutions to the problems that arise in the three schools. The population of this study was three schools in West Java, namely one school in Bandung City, West Bandung Regency, and Indramayu Regency. From the population, one class was taken using Convenience sampling technique. The research method used was descriptive cross-sectional method. The data that has been obtained is then processed using descriptive and inferential statistics to see the differences and relationships. The results showed a significant difference between the three schools. The results also showed a positive relationship between the test results and the plant awareness questionnaire. This shows that students who have high plant awareness have high knowledge as well. The alternative solution proposed in this study is the use of eDNA Metabarcoding research as a practicum to study biodiversity, considering that eDNA can identify plant species specifically and accurately.
Enhancing junior high school students’ learning outcomes in ecology and biodiversity through problem-based learning (PBL) and culturally responsive teaching (CRT) Rahmawati, Lusi; Agustina, Lina
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.81384

Abstract

Science learning at the junior high school level still faces various challenges, one of which is the tendency to emphasize memorization over deep conceptual understanding. Topics such as ecology and biodiversity are often considered less engaging for students, leading to lower learning outcomes. The Problem-Based Learning (PBL) model offers a solution by providing learning experiences that focus on solving real-life problems. Additionally, the Culturally Responsive Teaching (CRT) approach allows students to connect learned concepts with their culture and environment, making learning more meaningful. This study aims to examine the effectiveness of implementing a PBL model integrated with CRT in improving science learning outcomes on ecology and biodiversity topics among seventh-grade junior high school students. The study employs a quasi-experimental design with a posttest-only control group. Data were collected through a posttest to assess cognitive learning outcomes and observations during the learning process to evaluate affective learning outcomes. The findings indicate that in the experimental class, the average posttest score (79.79) surpassed that of the control class (63.88). A t-test analysis revealed a significant difference between the two groups (0.001 0.05). Furthermore, observations of the affective aspect indicated that student engagement and participation in the experimental class were higher than in the control class. These findings reinforce that the Problem-Based Learning (PBL) model integrated with Culturally Responsive Teaching (CRT) not only enhances cognitive understanding but also optimally fosters students' affective engagement compared to conventional learning methods.
Data inventory of students' research skills to support SDGs at junior high school Haqiqi, Baharudin Yusuf; Kusnadi, Kusnadi; Kusumastuti, Mimin Nujhani
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.78969

Abstract

This research is aimed at gathering data on students' research skills in supporting the SDGs (Sustainable Development Goals) at the secondary school level. This study is a quantitative descriptive research using a survey method to map students' research skills in one of the schools in Bandung city. The population of this research consists of 7th-grade students who have studied the subject of Hakikat Sains dan Metode Ilmiah (n=52). The results of this study describe students' knowledge of SDGs and their research skills related to SDG-oriented issues. The data found indicate that while many students have heard of SDGs, there is still a need for improvement. Furthermore, the results regarding research skills show that many students understand how to conduct research. However, for each indicator, there is still a data spread or unequal distribution of scores between high and low groups in research skills. Therefore, efforts are still needed to improve students' research skills so they can actively contribute to solving problems
Improving biology achievement using chart-based instruction among pre-service teachers Onipede, Joy Abiola; Ariba, Blessing Aderibigbe; Ogunleye, Abayomi Taiwo; Adelakun, Kabir Adekunle; Olabode, Johnson Oluwasaanumi
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.78439

Abstract

The research examines the application of charts by pre-service educators in the instruction of biology and its impact on students’ achievement. A descriptive research methodology was employed to evaluate the utilization of charts by pre-service teachers specializing in Biology. The subsequent phase of the investigation utilized a pretest-posttest, non-equivalent control group design to explore the influence of chart utilization on student achievement in Biology. Data was analyzed using descriptive statistics to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses. Findings revealed that 51.8% of pre-service teachers frequently utilize charts in biology teaching. The result further revealed a statistical significant effect of charts on students' achievement in biology, with F(1,235) = 146.286 and p 0.05. Meanwhile, results showed that there was no significant main effect of gender on students’ achievement in biology, F(1,235) = 0.058, p 0.05, using chart-based instruction. Findings further revealed that there was no interaction effect of treatment (chart-based instruction) and gender on students’ academic achievement in biology (F(1,235) = 0.363, p   0.05. Findings from this study had provided insights for institutions in teacher training programmes on the importance of incorporating visual aid training for the pre-service teachers, as it had proven to increase their teaching confidence, effectiveness, and students’ achievement in biology.
Using FatSecret application to foster student’s critical nutrition habits Mutiarani, Afifi; Juwita, Juju; Widodo, Ari
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.80579

Abstract

Obesity is a global health problem that requires education-based solutions. This study aims to provide students with critical habits in choosing food through biology learning based on the FatSecret application on digestive system material. The research method used a pre-experimental approach with a one-group pretest-posttest design, involving 29 grade XI students. The learning design was developed based on the ADDIE instructional design model. The research instrument was a questionnaire of students' awareness of healthy eating patterns, which is based on eight points of recommendations from the Ministry of Health, as well as a questionnaire of students' responses to learning. The results showed that the majority of students experienced positive changes in healthy eating habits after learning, with 50.6% of students showing an increase in critical awareness. The FatSecret app proved effective in helping students record and analyze daily food consumption data. A total of 62% of students stated that the learning helped them plan a healthy diet, while 75.9% felt more aware of their food consumption. However, there were challenges such as students' difficulty in developing realistic action steps and limited understanding of nutrition. This activity confirms that technology integration in biology learning can foster students' critical habits in choosing food, with recommendations for improvement in action planning assistance and strengthening understanding of nutrition concepts.
Utilizing PhET simulation in a guided inquiry-based virtual biology lab to improve science literacy among junior high school students Priadi, Median Agus; Lengkana, Dewi; Yosita, Diana
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.80287

Abstract

This study aims to determine the effect of implementing a guided inquiry model with assistance PhET simulation as virtual laboratory towards improving students' scientific literacy skills. This quasi-experimental study used a Pretest Posttest Non-Equivalent Control Group design. The population consisted of 5 classes with a total of 134 students, while the sample was taken from two classes totaling 51 students, selected using the Purposive Sampling technique. The experimental class was given treatment using a guided inquiry model assisted by Virtual Laboratory PhET Simulation, while the control class used a guided inquiry model. Data on students' scientific literacy skills were obtained from pretest and posttest scores. To determine the increase in scientific literacy, an N-gain test was conducted. The results of the N-gain test showed an average increase in the experimental class's scientific literacy skills of 0.53 (moderate category) and the control class of 0.28 (low category). Furthermore, an Independent Sample T-Test was conducted to determine the effect of variable X on variable Y, obtained Sig.0.00. Based on the Independent Sample T-Test, it is known that there is an effect of implementing a guided inquiry model assisted by Virtual Laboratory PhET Simulation on improving scientific literacy skills. The effect size test was also conducted and obtained a value of 1.78 with an interpretation of the effectiveness level in the large category. Thus, it can be concluded that the implementation of the guided inquiry model assisted by the Virtual Laboratory PhET Simulation has a significant effect on improving students' scientific literacy skills.
Sustainability consciousness level among pre-service biology teacher Melta, Defrian; Lufri, Lufri; Arsih, Fitri; Fuadiyah, Sa’diatul
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.75345

Abstract

Sustainable Development Goals (SDGs), established by the United Nations in 2015, aim to address global challenges such as poverty, inequality, and climate change. Achieving these goals necessitates sustainability consciousness, which encompasses awareness, knowledge, attitudes, and behaviors towards sustainable development. This study evaluates the sustainability consciousness among pre-service Biology Education teacher students at Universitas Negeri Padang using the Sustainability Consciousness Questionnaire (SCQ). The SCQ, adapted from Gericke et al. (2018), includes 50 statements across economic, social, and environmental dimensions, and assesses sustainability knowingness, attitudes, and behaviors using a 4-point Likert scale. Data analysis involved descriptive statistics to categorize respondents into low, medium, and high sustainability consciousness levels. The results reveal that 88.5% of students possess medium sustainability consciousness, 7.7% exhibit low consciousness, and 3.8% demonstrate high consciousness. The study also found that sustainability consciousness is highest in the social dimension, with strong attitudes and behaviors towards social sustainability, while environmental and economic dimensions showed variability. These findings highlight the need for targeted educational interventions to enhance sustainability consciousness among pre-service teachers, crucial for embedding sustainability into higher education curricula.

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