Jurnal BIOEDUIN : Program Studi Pendidikan Biologi
Bioeduin is scientific journal which managed by Biology Education Department Faculty of Tarbiyah and Teacher Training UIN Sunan Gunung Djati bandung. This journal publish in print version (p-ISSN:2338-7173) since 2013 and online version (e-ISSN:2615-0417) since 2018. Bioeduin focus on biology education studies include biology curriculum, biology teaching method, evaluation, and instructional media. This journal publish twice a year in February and August.
Articles
119 Documents
<![CDATA[Development of Ecology Material Biology Modules Based Problem Solving ]]>
<![CDATA[Yohanes Bare]]>;
<![CDATA[Maria Novita Daplawi]]>;
<![CDATA[Yohanes Boli Tematan]]>
<![CDATA[ Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 13, No 1 (2023): : Bioeduin Februari ]]>
Publisher : <![CDATA[Department of Biology Education UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/bioeduin.v13i1.24363
<![CDATA[The improvement of the learning process is carried out by innovating, one of which is the development of learning media in the field of Biology. The developed media is in the form of modules that are integrated with problem solving models on ecological materials. The purpose of this research is the Development of Problem Solving-Based Biology Learning Module on Ecological Materials. This research model is a research and development (Research & Development) which aims to develop a problem-solving biology-based learning module on ecological materials. Research and development R&D is the process used to develop and validate products. This research procedure uses the development model developed by Thiagarajan namely define, design, development and dissemination.]]>
<![CDATA[THE RELATIONSHIP OF DIGITAL LITERACY ABILITY WITH STUDENTS' COGNITIVE LEARNING OUTCOMES ]]>
<![CDATA[Fathia Zaitun Azzahro]]>;
<![CDATA[Bunga Ihda Norra]]>;
<![CDATA[Chusnul Adib Achmad]]>
<![CDATA[ Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 13, No 1 (2023): : Bioeduin Februari ]]>
Publisher : <![CDATA[Department of Biology Education UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/bioeduin.v13i1.24364
<![CDATA[The development of technology and information in the 21st century affects all components of life, which makes people make sudden transitions. Digital literacy is urgently needed in the world of education to equip students' abilities and skills in 21st century learning. The ability needed is a person's ability to use digital technology and information appropriately and responsibly. However, the rapid development of technology has a negative impact on its users. This study aims to determine whether there is a relationship between digital literacy skills and students' cognitive learning outcomes. This type of research is correlational quantitative. The population of this study was class XI MAN Temanggung with a total of 182 students. The sampling technique with simple random sampling was 72 students of class XI MIPA. Data collection techniques with questionnaires, tests, interviews and documentation. The results showed that there was no significant relationship between digital literacy skills and the cognitive learning outcomes of Temanggung MAN students in excretion system material with a significant value of 0.307 > 0.05.]]>
<![CDATA[Analisis Keterampilan Beripikir Kritis Siswa Pada Materi Sistem Pertahanan Tubuh Melalui Pembelajaran Model TGT ]]>
<![CDATA[Aini Khairunnisa]]>;
<![CDATA[Tuti Kurniati]]>;
<![CDATA[Hadiansah Hadiansah]]>
<![CDATA[ Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 13, No 1 (2023): : Bioeduin Februari ]]>
Publisher : <![CDATA[Department of Biology Education UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/bioeduin.v13i1.24371
<![CDATA[In the 21st Century learning, it requires students to develop the 4Cs, one of which is thinking. Classroom learning is needed where students are motivated in learning activities so that they are actively involved and bring up critical thinking. To achieve these demands, the Teams Games Tournament learning model has the opportunity to be able to make students actively involved and the same time practice their critical thinking skills. The purpose of this study is to analyze the effect and describe the response to the Teams games Tournament learning model assisted by the Truth or dare media on critical thinking skills in the body's defense system. This research was conducted in one of the senior high schools in Baleendah with a quantitative approach. The time of research was carried out in the 2021/2022 academic year. The sample that uses this model is class XI IPA 2, totaling 35 people. This research instrument uses test questions for influence analysis and questionnaires to determine student responses. Based on the results of the study, it is known that there is an increase in critical thinking, the N-Gain value of 0.375 with the medium category of responses and student responses getting an average value of 79%, which means it has a strong interpretation. It can be conclud that through learning the Teams Games Tournament model is assisted by Truth or dare media and there is an increase in critical thinking on the material of the body's defense system and has a very good student response. ]]>
<![CDATA[Development of Vertebrate Material Instruments to Improve Scientific Literacy ]]>
<![CDATA[Yuliastrin, Adisti]]>;
<![CDATA[Arsad, Nurazidawati Mohamad]]>;
<![CDATA[Wulandari, Eva]]>;
<![CDATA[Yusra, Nelly]]>;
<![CDATA[Vebrianto, Rian]]>
<![CDATA[ Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 15 No 1 (2025): Bioeduin: Februari ]]>
Publisher : <![CDATA[Department of Biology Education UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/bioeduin.v15i1.36015
<![CDATA[In theory, educational practices throughout each school day should mitigate the impact of a 21st century pandemic. One of the most important things that needs to be instilled from the start of education is scientific literacy. In this study, an instrument to measure junior high school students' biological literacy was developed and validated. Development. This instrument reproduces the ADDIE model. This instrument is based on the 2013 Biology Science curriculum for class VII and consists of eight literary elements related to biology. Of the 20 topics discussed, there are 5 topics with a nominal dimension, 7 topics with a functional dimension, 4 topics with a structural dimension, and 4 topics with a multidimensional biological literature dimension. Logistic validity assessment was carried out on each content, construction and language of the three validators, then analyzed using the Aiken formula.]]>
<![CDATA[Boys and Girls in Developing Scientific Literacy Through PBL Supported by ClimateClass ]]>
<![CDATA[Wiono, Wisnu Juli]]>;
<![CDATA[Rakhmawati, Ismi]]>;
<![CDATA[Yudianto]]>
<![CDATA[ Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 15 No 1 (2025): Bioeduin: Februari ]]>
Publisher : <![CDATA[Department of Biology Education UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/bioeduin.v15i1.39792
<![CDATA[This study examines the effectiveness of the Problem Based Learning (PBL) model supported by the Android application ClimateClass in developing students' science literacy skills. Science literacy is crucial in the 21st century as it equips students with the necessary skills to make informed decisions in a technology-influenced society. Despite Indonesia's participation in international programs like PISA, the level of science literacy in the country remains low, indicating the need for innovative educational strategies. This quasi-experimental research used a pretest-posttest non-equivalent control group design conducted at SMA Negeri 1 Padang Cermin Pesawaran with a sample of 36 students from Class X.2. The intervention involved the implementation of the PBL model with the ClimateClass application to facilitate a more interactive and problem-solving-focused learning environment. Data were collected using a science literacy test and a questionnaire and analyzed using ANCOVA to determine the significance of the intervention. The results showed that the use of the PBL model supported by the ClimateClass application significantly developed students' science literacy, particularly in identifying scientific issues, explaining scientific phenomena, and using scientific evidence. Moreover, the study found no significant differences in science literacy achievement between male and female students, indicating that gender does not affect learning outcomes in this context. These findings highlight the potential of integrating digital media into educational models to create an equitable and effective learning environment in the digital era.]]>
<![CDATA[Eligibility of E-Module Biology Material Cell-Assisted Flipping Book ]]>
<![CDATA[Mellisa, Mellisa]]>;
<![CDATA[Saputri, Delma]]>;
<![CDATA[Rahmadani, Indah]]>
<![CDATA[ Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 15 No 1 (2025): Bioeduin: Februari ]]>
Publisher : <![CDATA[Department of Biology Education UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/bioeduin.v15i1.43643
<![CDATA[This study aims to produce an e-module of biology teaching materials based on flipping books on cell material for grade XI high school. This study is a research and development (R&D) research with the ADDIE model (analysis, design, development, implementation, and evaluation), but it is limited to the development stage. This e-module is made using the flipping book application. The sampling technique in this study is purposive sampling. The sample used in this study was 45 high school students. The results of this study indicate that the quality of the validity of the e-module of teaching materials based on the results of the Validation of learning experts falls into the very valid category with an average of 99.06% (very valid), the results of the Validation of material experts get an average of 94.44% (very valid), the results of the Validation of media experts get an average of 92.98% (very valid), and the results of the Validation by three biology teachers get an average percentage of 95.55% (very valid). The trial results showed that students earned an average of 92.07% (very good); based on several categories, the developed e-module of learning is very valid and can be used as teaching materials to help students' learning process.]]>
<![CDATA[Hubungan Literasi Sains dan Berpikir Kritis dengan Self-Awareness Siswa pada Materi Pencemaran Lingkungan ]]>
<![CDATA[Fajarwati, Lusy]]>;
<![CDATA[Windayani, Neneng]]>;
<![CDATA[Susilawati, Wati]]>
<![CDATA[ Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 15 No 1 (2025): Bioeduin: Februari ]]>
Publisher : <![CDATA[Department of Biology Education UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/bioeduin.v15i1.44146
<![CDATA[This study aims to analyze the relationship between science literacy, critical thinking skills, and students' self-awareness in learning about environmental pollution. The research method used is a quasi-experiment involving 32 seventh-grade students as respondents. Data were collected through a problem-based test consisting of 20 multiple-choice questions to measure science literacy and critical thinking skills, as well as a Likert scale questionnaire to evaluate self-awareness. Data analysis was performed using multiple regression techniques. The results of the study show that science literacy and critical thinking skills have a positive and significant relationship with students' self-awareness. The better the students' science literacy and critical thinking skills, the higher their self-awareness, especially in understanding and addressing environmental issues. The conclusion of this study is that improving science literacy and critical thinking skills significantly enhances students' self-awareness, which is an important element in issue-based environmental learning. This research provides insights for educators to integrate science literacy and critical thinking skills into relevant and contextual learning strategies. This effort is expected to create a generation of students who are more aware of their roles and responsibilities in preserving the environment.]]>
<![CDATA[Correlation of Interpersonal Intelligence with Biology Learning Outcomes of Students in Senior High School ]]>
<![CDATA[Listiana, Tia]]>;
<![CDATA[Novallyan, Devie]]>;
<![CDATA[Chatib, Muhsin]]>;
<![CDATA[Salahuddin]]>;
<![CDATA[Sari, Defita Permata]]>
<![CDATA[ Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 15 No 1 (2025): Bioeduin: Februari ]]>
Publisher : <![CDATA[Department of Biology Education UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/bioeduin.v15i1.44232
<![CDATA[In learning biology, there are many topics that require group work, such as practicum in the laboratory, observation in the field, or discussion of more complex concepts. In this process, interpersonal intelligence becomes one of the important factors in supporting the biology learning process. This study aims to prove whether or not there is a correlation between interpersonal intelligence and students' biology learning outcomes in high school. This research is a quantitative study with a correlational research design. The research was conducted at Ar-Riyadl High School with a total research sample of 30 students. The instrument used was a questionnaire for the independent variable (interpersonal intelligence) and documentation of the Final Semester Assessment (PAS) of the 2023/2024 school year for the dependent variable (biology learning outcomes). Data analysis to test the research hypothesis using Pearson Product Moment correlation analysis. The results showed that there was a correlation between interpersonal intelligence and students' biology learning outcomes in senior high school. This can be seen in the value of r count (0.662) > r table (0.361) and the significance value (0.662) > 0.05 which means Ho is rejected and Ha is accepted. So it can be concluded that the research hypothesis that has been formulated can be accepted, namely that there is a correlation between interpersonal intelligence and students' biology learning outcomes in senior high school.]]>
