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Bioedukasi: Jurnal Pendidikan Biologi
Published by Universitas Sebelas Maret
ISSN : 1693265X     EISSN : 25490605     DOI : -
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology
BIOEDUKASI-Jurnal Pendidikan Biologi FKIP UNS merupakan peer review journal, memuat artikel hasil penelitian, review, dan pemikiran terkait dengan biologi, lingkungan, pembelajaran dan pendidikannya. Terbit dua kali dalam setahun, pada bulan Februari dan Agustus.
Arjuna Subject : -
Articles 207 Documents
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Critical Thinking Assessment Profile of Biology Teacher Candidate Students of FTTE Tanjungpura University Eka Adha Apriliani; Afandi Afandi; Anisyah Yuniarti
Bioedukasi: Jurnal Pendidikan Biologi Vol 16, No 2 (2023): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v16i2.61445

Abstract

Critical thinking is a skill needed in 21st century education. This research was carried out using a quantitative descriptive method. Before collecting data, the test questions were tested first to determine their validity and reliability using tools such as Microsoft Exel 2016 software and Iteman Version 3.0. In this study, it can be seen that the Critical Thinking Assessment profile of prospective biology teacher from biology education students at FTEE UNTANis mostly included in the critical category with an average value of 70.40.
The Effect Of Collaborative Learning Model Combined with Video Media on Senior High School Student’s Critical Thinking Skill and Biology Learning Outcomes in Regional Coffee Plantation Schools in Jember City Ersa Setia Pratiwi; Suratno Suratno; Bea Hana Siswati
Bioedukasi: Jurnal Pendidikan Biologi Vol 16, No 2 (2023): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v16i2.73507

Abstract

The characteristics of students who go to school in a coffee plantation environment tend to be less active in learning, resulting in student saturation and low cognitive learning outcomes of students. This study aims to analyze the effect of collaborative learning models combined with video media on critical thinking skills and biology learning outcomes of class X SMAN Jenggawah with a quasi-experimental research type using a pre-test post-test control group design. The learning design by forming the class into small groups observing videos of arthropods found in the coffee plantation environment. Data collection was obtained from the implementation of observations, tests, and questionnaires. Data analysis was tested using the ANACOVA test for critical thinking skills and learning outcomes in the cognitive domain of students, and independent sample t-test for learning outcomes in the affective and psychomotor domains of students. The results showed a significance value of 0.000 <0.05 in critical thinking skills and a significance value of 0.001 <0.05 in learning outcomes in the cognitive domain, so the collaborative learning model had a significant effect on critical thinking skills and learning outcomes in the cognitive domain of class X high school students in coffee plantation area. Meanwhile, a significance value of 0.126 > 0.05 in the affective domain of learning outcomes, and a significance value of 0.213 > 0.05 in the psychomotor domain of learning outcomes, so that the collaborative learning learning model has no significant effect on critical thinking skills and cognitive learning outcomes of class X students high school in a coffee plantation area.
Misconception Analysis of the Upin and Ipin Movie in Biology Learning on Viruses, Ecosystems, and Environmental Pollution Material Fitria Amalia; Hanum Mukti Rahayu; Mahwar Qurbaniah
Bioedukasi: Jurnal Pendidikan Biologi Vol 16, No 2 (2023): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v16i2.64538

Abstract

Misconceptions often occur in education, especially in biology.  Misconceptions can occur outside of school. In addition, there are preconceptions of other sources.  Sources of these preconceptions are, for example, films with unorganized science-fiction themes. Film  The most popular children's animation in the community today is Upin & Ipin. Study  This study aims to find out the misconceptions in the Upin & Ipin film with the theme  learning biology material on viruses, ecosystems, and environmental pollution. Which method  used in this research is descriptive method with qualitative data approach. Technique  data collection uses observation and documentation while data collection tools  in the form of observation sheets and documentation tools in the form of video files for the film Upin & Ipin season 11 with the Erase Virus 1-3, Season 10 with the title Ecosystem part 1-3, Season 7 with the title Dangers of Jerebu part 1-3. The results of the analysis of misconceptions of the film Upin & Ipin are the most in episodes  the Erase Virus. There are 5 concepts that experience misconceptions with the category of misidentification by 71.42% with high level category and there are 2 concepts with category  oversimplification of 28.57% in the low level category. For Upin & Ipin film episode Ecosystem and Dangers of Jerebu there are 9 concepts but there are no misconceptions. Based on  From this research, it can be concluded that there are misconceptions in Upin & Ipin film season 11 episodes the Erase Virus part 1-3.
The Influence Concept Attainment Learning Model on Students Argumentative Skills and Concepts Understanding on Angiosperm Material Fadhil Ramdhani; Purwati Kuswarini Suprapto; Mufti Ali
Bioedukasi: Jurnal Pendidikan Biologi Vol 16, No 2 (2023): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v16i2.70147

Abstract

Students need their own arguing skills in learning process. Based on the observation, it is known that not all students have the same courage to express their opinions, both verbally and written. This leads to a lack of understanding of the media design content being studied by education participants. The application of the Concept Attainment learning model is expected to train students how to construct their own concepts and be able to express them verbally. This study aims to determine the effect of concept attainment learning model on students' argumentative skills and concept understanding of angiosperms subject in class X MIPA SMAN 5 Tasikmalaya. This study used a quasi-experimental research method with a research design Nonequivalent Control Group Design. The population in this study were all students of X MIPA SMAN 5 Tasikmalaya of seven classes with a total number of 245 students. The sampling technique used was purposive sampling, with the samples used class X MIPA 3 as the experimental class and X MIPA 5 as the control class with a total number of 72 students. The instruments used in this study consisted of 5 argumentative ability test questions and 10 concept understanding questions. The data analysis technique used in this research is parametric statistical data analysis technique. Data is processed by conducting prerequisite analysis in the form of a normality test, homogeneity test, and hypothesis testing using one way ANOVA test. The results showed that there was a significant effect of the concept attainment learning model on students' argumentative skills and concept understanding with a significance value of (0.000). Based on these positive results, it can be used as a reference for educators to use concept attainment models that support teaching and learning activities.
The Effect of Infographic Media on Environmental Pollution to Increase Student's Learning Motivation Saleha Putri Liana; Kodri Madang; Riyanto Riyanto
Bioedukasi: Jurnal Pendidikan Biologi Vol 16, No 2 (2023): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v16i2.73630

Abstract

This study aims to determine the effect of infographic media on environmental pollution material to increase learning motivation of 10th-grade students SMAN 10 Palembang. To optimize learning process, it’s necessary to use digital learning media like infographics as one of digital learning media to increase students learning motivation. The research method used is a Quasi-Experimental Design using a research design Nonequivalent Control Group Design. The sample selection in this study used the technique of Simple Random Sampling. The learning motivation instrument questionnaire used a Likert scale of 18 valid questionnaires. Consists of 6 learning motivation indicators, teaching skills for extrinsic aspect and interest, curiosity, independence, attention, and pleasure for intrinsic aspect. The average value of the percentage of learning motivation is 75% in the control class and 80% for the experimental class, both the motivational values in the control and experimental classes are in the high category. The value of learning motivation data using t-test and learning outcomes data tested by ANCOVA. The results of the hypothesis test of the percentage value of students' learning motivation with the value asymp.Sig (2-tailed) of 0.028 <0.05, it shows that Ho rejected and Ha is accepted, which means that the infographic media on Environmental Pollution material has a significant effect on the learning motivation of students in class X SMA Negeri 10 Palembang. 
The Interdisciplinary Approaches in Climate Change-Based Education: Bibliometric Analysis and Literature Review Aldi Alfiansyah Wibowo; Paidi Paidi; Kintan Limiansi
Bioedukasi: Jurnal Pendidikan Biologi Vol 19, No 1 (2026): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v19i1.110682

Abstract

An interdisciplinary approach to climate change-based education is a growing field, but previous research has been limited in mapping trends, gaps, and directions for comprehensive research development. Therefore, this study aims to visualize research trends of interdisciplinary approaches in climate change-based education during the period 2020–2025, identify research gaps, and explore potential innovations and development strategies. This study uses a bibliometric approach and a systematic literature review, drawing on data from the Scopus database. A total of 609 articles were identified at the initial stage of the search, then selected and filtered, leaving 130 that met the criteria for analysis. Data analysis was conducted using VOSviewer and Microsoft Excel 2021. The analysis shows a significant increase in publications over the last six years, with six main keyword clusters. The dominant keywords include “interdisciplinary in education”, “climate change-based education”, and “climate change”. In addition, temporal analysis reveals that topics such as education for sustainable development, strategic approaches, case studies, and prevention and control are emerging themes that have high potential for further research. This research provides a comprehensive mapping of research trends and directions, as well as identifies areas that are still underexplored, serving as a basis for the development of more effective interdisciplinary learning strategies in climate change-based education in the future.
The Influence of Augmented Reality (AR) Learning Media with Assemblr Studio on Students’ Technological Literacy Mulia Nissa; Diana Hernawati; Samuel Agus Triyanto
Bioedukasi: Jurnal Pendidikan Biologi Vol 19, No 1 (2026): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v19i1.102424

Abstract

Technological literacy is one of the essential competencies of the 21st century; however, the level of technological literacy among students at MAN 2 Kota Tasikmalaya remains relatively low. This condition underscores the need for innovative learning approaches grounded in digital technology. This study aims to analyze the effect of Augmented Reality (AR) learning media using Assemblr Studio on students’ technological literacy in biology subjects. The research employed a quasi-experimental, post-test-only, non-equivalent-group design. The sample consisted of two classes: class XI 4 as the experimental group (using AR media) and class XI 1 as the control group (using PowerPoint), selected through purposive sampling. Data were collected using a technological literacy questionnaire with a Likert scale comprising 20 statements across four indicators: content, process, context, and attitude. The results of the Independent Samples T-Test showed a significant value of 0.000 (<0.05), indicating a significant effect. Additionally, the effect size (Cohen’s d) was 1.14, which falls into the high category. Therefore, AR-based learning media developed with Assemblr Studio proved effective in enhancing technological literacy through interactive, visual, and engaging learning experiences.
Multimedia Development Based on The Assemblr EDU Application in Human Reproductive System Material for Grade XI High School Students Devita Sulistiana; Marinda Sari Sofiyana; Elsha Dewi Anggraini
Bioedukasi: Jurnal Pendidikan Biologi Vol 19, No 1 (2026): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v19i1.99319

Abstract

Based on an analysis of potential and problems involving 90 students in class XII in 3 top high schools in Blitar city/regency in 2023, the specific learning styles were 31,1% kinesthetic, 7,8% auditory, and 58,9% audiovisual. Data states that 64.4% of students find the material on the human reproductive system difficult to understand. Based on interviews with 3 biology teachers, it was revealed that preparing differentiated learning media is time-consuming. Teachers still predominantly use PPT-based media. The design of the multimedia, based on the Assemblr EDU application, is informed by data indicating that 93.3% of students favor multimedia-based learning. The objective of this Research and Development (R&D) is to develop and assess the feasibility of a multimedia platform based on the Assemblr EDU application as a teaching medium for material on the human reproductive system for grade XI high school students. This study research utilizes the R&D method, the research design following Sugiyono’s development model, limited to 7 stages with a quantitative descriptive approach. The feasibility test, validated by material, language, and media experts, yielded scores of 92.5%, 90.6%, and 89.23%, respectively, all falling within the “Very Feasible” criteria.  Additionally, the feasibility test, conducted through limited trials with teachers and students, yielded scores of 87.3% and 93.2% under the “Very Feasible” criterion. Thus, the developed Assemblr EDU application-based multimedia material on the human reproductive system for grade XI High School Students is considered suitable for learning activities
The Influence of Infographic Learning Media on Analytical Thinking Skills and Student Learning Outcomes Ghinaa Ghaisani; Diana Hernawati; Egi Nuryadin
Bioedukasi: Jurnal Pendidikan Biologi Vol 19, No 1 (2026): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v19i1.80778

Abstract

The ability to think analytically is essential for students in the 21st century because it helps solve problems and make decisions. When students’ analytical thinking skills are low, it also affects their learning outcomes. One effort to improve this is through infographics. This study aims to determine the effect of infographic learning media on analytical thinking skills and student learning outcomes on the Genetic Substance material in class XII MIPA Madrasah Aliyah Negeri (MAN) 3 Tasikmalaya City. The research method used was a quasi-experimental design with a nonequivalent control group. The population in this study consisted of all XII MIPA MAN 3 Tasikmalaya City School Year 2023/2024, totaling 54 students. The sampling technique used was purposive sampling; class XII MIPA 2 was the experimental class, and class XII MIPA 1 was the control class. The instruments used were a multiple-choice test to measure learning outcomes (23 items) and a description test to measure analytical thinking skills (7 items). The data analysis technique used was ANCOVA. Based on the results of data analysis and hypothesis testing, the significance value for analytical thinking ability and learning outcomes is 0.000 (p ≤ 0.05). Therefore, it can be concluded that the infographic learning media has an effect on analytical thinking skills and student learning outcomes in the Genetic Substance material in class XII MIPA MAN 3 Tasikmalaya City.
Needs Analysis for the Development of a Project-Based Learning–Based E-Module on Virus Topics as Teaching Material for Grade X (Phase E) Senior High School Students Tutik Ari Murti; Harlita Harlita; Puguh Karyanto
Bioedukasi: Jurnal Pendidikan Biologi Vol 19, No 1 (2026): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v19i1.109959

Abstract

Virus materials are inherently abstract and present considerable challenges for Grade X (Phase E) senior high school students when taught using conventional instructional methods. Therefore, effective instruction on virus concepts requires innovative teaching materials that facilitate conceptual understanding and promote active learning. One promising medium is an electronic module (e-module). Accordingly, this study aimed to conduct a needs analysis for developing a Project-Based Learning (PjBL)-based e-module on virus topics as instructional material. The study used a descriptive, quantitative design to examine the need to develop the proposed e-module. The analysis investigated current learning practices, students’ learning experiences, perceptions of e-modules, and the need for a virus e-module integrated with the PjBL model. Participants included 33 students and 15 biology teachers. Data were collected through questionnaires distributed via Google Forms and analyzed using descriptive quantitative techniques. Results showed that 97% of students experienced difficulties understanding virus material. Furthermore, all students (100%) reported the need for additional learning resources and preferred e-modules containing visual representations, instructional videos, and interactive exercises. Most students also favored resources that were accessible anytime, anywhere via digital devices. Teachers likewise emphasized the need for e-modules that provide clearly structured project stages, contextual case studies, and standardized project report formats to support PjBL implementation. These findings indicate that developing a PjBL-based e-module is essential to enhance biology learning effectiveness, support independent learning, and help students develop competencies aligned with modern educational demands in secondary education contexts, and strengthen engagement with complex biological concepts through project activities and reflection.

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