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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 190 Documents
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Profil Critical Thinking Appraisal Mahasiswa Calon Guru Biologi FKIP Untan Apriliani, Eka Adha; Afandi, Afandi; Yuniarti, Anisyah
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 Pratiwi, Ersa Setia; Suratno, Suratno; Siswati, Bea Hana
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 Amalia, Fitria; Rahayu, Hanum Mukti; Qurbaniah, Mahwar
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.
An Interdisciplinary Approach to Climate Change-Based Education: Bibliometric Analysis and Literature Review Wibowo, Aldi Alfiansyah; Paidi, Paidi; Limiansi, Kintan
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 an interesting and growing topic today. There is potential to integrate an interdisciplinary approach with climate change because both have aligned goals and can support each other. Therefore, this article aims to visualize research trends on interdisciplinary approaches in climate change-based education over a 6-year period (2020-2025); to explore the potential for new research innovations in related fields and identify applicable strategies; and to integrate interdisciplinary approaches in climate change-based education. Data were obtained from one of the most significant publication sources, Scopus, which produced 103 research articles. The data were processed using two methods, namely bibliometric analysis and systematic literature review, assisted by VOSviewer and Microsoft Excel 2021 software. Bibliometric analysis using VOSviewer visualized six keyword clusters, each consisting of several frequently mentioned keywords, including “interdisciplinary in education”; “climate change-based education”; and “climate change.” However, when examined based on publication time, keywords such as education for sustainable development; climate change; strategic approaches; case studies; and prevention and control were identified as topics that have emerged recently and have the potential for further development.
The Influence of Augmented Reality (AR) Learning Media with Assemblr Studio on Students' Technological Literacy Nissa, Mulia; Hernawati, Diana; Triyanto, Samuel Agus
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

This study aims to determine the effect of Augmented Reality (AR) learning media using Assemblr Studio on students' technological literacy in Biology. The research method used was Quasi Experimental Design with a Post-test Only with Non-equivalent Group Design. The research sample consisted of two classes: class XI 4 as the experimental class using AR media with Assemblr Studio and class XI 1 as the control class using conventional methods in the form of PowerPoint subjects at MAN 2 Kota Tasikmalaya. The sampling technique used was purposive sampling. Data were collected through a posttest in the form of a technological literacy questionnaire using a Likert scale with 20 statements covering content, process, context, and attitude indicators. The hypothesis test results using the Independent Samples T-Test showed a significance value of 0.000 (<0.05), indicating a significant effect of using AR learning media with Assemblr Studio on students' technological literacy. In addition, the effect size (Cohen’s d) value of 1.14 is categorized as a high effect, demonstrating that the use of AR learning media with Assemblr Studio has a strong influence on technological literacy. This media has been proven to improve students' understanding, learning motivation, and technological literacy through a more realistic and engaging visual interactive learning experience, making it a potential alternative solution to enhance technological literacy in schools.
The Influence of Infographic Learning Media on Analytical Thinking Skills and Student Learning Outcomes Ghaisani, Ghinaa; Hernawati, Diana; Nuryadin, Egi
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 an ability that must be possessed by students in the 21st century because this ability is useful for solving problems and making decisions. When students' analytical thinking skills are low, it will also have an impact on their learning outcomes. One of the efforts to improve this can be through infographic learning media. This study aims to determine the effect of infographic learning media on analytical thinking skills and student learning outcomes on Genetic Substance material in class XII MIPA MAN 3 Tasikmalaya City. The research method used was Quasi experiment with Nonequivalent Control Group Design. The population in this study were all XII MIPA MAN 3 Tasikmalaya City School Year 2023/2024 as many as 54 students. The sampling technique used purposive sampling technique, obtained class XII MIPA 2 as the experimental class and class XII MIPA 1 as the control class. The instrument used was a multiple choice test to measure learning outcomes as many as 23 items and a description test to measure analytical thinking skills as many as 7 items. The data analysis technique used was ANCOVA test. Based on the results of data analysis and hypothesis testing, it shows that the significance value of analytical thinking ability and learning outcomes is 0.000 <0.05. Therefore, it can be concluded that there is an effect of infographic learning media on analytical thinking skills and student learning outcomes in the Genetic Substance material in class XII MIPA MAN 3 Tasikmalaya City.
Analisis Kebutuhan Pengembangan E-Modul Berbasis Project Based Learning pada Materi Virus Sebagai Bahan Ajar Kelas X Fase E SMA Murti, Tutik Ari; Harlita, Harlita; Karyanto, Puguh
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.
Development of an Integrated Biology Learning Module with Quranic Verses on Ecosystem Subject for Grade X at MAN 1 Banyumas Nisa, Nur Cholifatun; Nofiana, Mufida
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.v19i1.79873

Abstract

ABSTRACTThis study aims to develop an integrated biology learning module with Quranic verses on the ecosystem subject for grade X and to determine the feasibility of the developed module. The research is of the Research and Development (RD) type, using the 4-D research model (Define, Design, Develop, and Disseminate). Data collection methods used questionnaires. The questionnaires used in the research were validation questionnaires, practicality questionnaires, and module readability questionnaires. Data analysis was done using the Gregory formula and supported by percentage techniques. The results of the validation test by subject matter experts and religious experts obtained an overall average of 97.77% with a category of very high validity and deemed appropriate for use. The results of the practicality test by teachers obtained an overall average of 83%, indicating that the practicality test results by teachers were considered very practical. The suggestions given by the expert validators and teachers included changes in font color, the addition of Quranic verses, image modifications, and the addition of questions. The results of the module readability test by students obtained an average percentage of 93% with a category of very good. The conclusion of the research is that the biology learning module on the ecosystem subject can be developed with the integration of Quranic verses, and it is categorized as highly feasible by experts, very practical by teachers, and easily readable by students.Keywords: Biology Learning Module, Development, Ecosystem Subject, Quranic Verses.
The Effect of Interactional Teaching Style on Student’s Learning Outcomes on the Material of the Respiratory System Oktaviani, Dina; Ali, Mufti; Mustofa, Romy Faisal
Bioedukasi: Jurnal Pendidikan Biologi Vol 17, No 2 (2024): 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.v17i2.73080

Abstract

An interactional teaching style is needed for the learning process in the classroom. The use of an interactional teaching style is believed to affect student learning outcomes. This study aims to determine the interactional teaching style on student learning outcomes in the material on the respiratory system in class XI MIPA SMA Negeri 2 Singaparna Academic Year 2022/2023. The research method uses a quasi-experiment with a research design called a nonequivalent pretest-posttest control group design. The population in this study were all class XI MIPA SMA Negeri 2 Singaparna with 4 classes totaling 215 students. The sample technique used was purposive sampling with the sample used being class XI MIPA 2 as the experimental class and class XI MIPA 4 as the control class with 60 students. The instrument used in this study was to measure student learning outcomes referring to the taxonomic bloom indicators of indicators C1, C2, C3, C4, and C5. The data analysis technique used is the independent t-test. The results of the study show that there is a significant effect of using an interactional teaching style on student learning outcomes with a significance value of 0.000 <0.05. It can be concluded that there is an influence of interactional teaching style on the learning outcomes of students in class XI MIPA SMAN 2 Singaparna Academic Year 2022/2023 on the material of the respiratory system.
Analysis of Science Process Skills in the Guided Inquiry Learning Model of Biotechnology Materials Sufriyah, Lailiyatus; Zulfiani, Zulfiani; Fadlilah, Dina Rahma
Bioedukasi: Jurnal Pendidikan Biologi Vol 18, No 2 (2025): 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.v18i2.95104

Abstract

Scientific Process Skills (SPS) are essential competencies for students to face 21st-century challenges. However, learning processes in schools often overlook the development of these skills. One learning model considered effective in enhancing SPS is the Guided Inquiry model. This study aims to identify the profile of students’ SPS through the Guided Inquiry learning model on biotechnology material and to determine differences in SPS between students who experience Guided Inquiry learning and those who receive conventional instruction. The research was conducted in 2024 at a senior high school in Depok using a quasi-experimental method with a posttest-only control group design. The sample consisted of two-phase E classes selected through simple random sampling, each assigned as the control and experimental groups. Data collection used both test and non-test instruments: a posttest to assess SPS outcomes and an observation sheet to monitor SPS during learning. The results show that students’ SPS in the Guided Inquiry model vary across indicators, with the highest average score in communication (87.61%) and the lowest in prediction (49.52%). Independent Samples T-Test analysis revealed a significance value of 0.000 (< 0.05), indicating a statistically significant difference in SPS between the experimental and control groups. These findings suggest the Guided Inquiry model effectively enhances students’ scientific process skills in biotechnology learning

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