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JPBIO (Jurnal Pendidikan Biologi)
Published by STKIP Persada Khatulistiwa Sintang
ISSN : -     EISSN : 2540802X     DOI : -
Core Subject : Education,
Education
JPBIO (Jurnal Pendidikan Biologi) adalah jurnal yang menerima kontribusi tulisan/artikel yang berkaitan dengan studi-studi kependidikan, pengajaran dan evaluasi belajar di bidang pendidikan biologi, baik laporan penelitian, maupun tinjauan buku yang belum pernah diterbitkan di media cetak ataupun elektronik
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Articles 232 Documents
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Remap NHT learning model integrates scientific literacy and critical thinking to enhance students creative thinking Irawan, Ferry; Zakiyah R, Nur
JPBIO (Jurnal Pendidikan Biologi) Vol 10, No 2 (2025): November 2025
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v10i2.4906

Abstract

Students' scientific literacy skills help them analyze and evaluate each scientific subject. It is predicted that scientific literacy skills will help students improve their communication abilities as well. This study evaluated the correlation between scientific literacy and Critical thinking skills in developing creative thinking skills using the Remap-NHT learning model. The study was quasi-experimental since it employed a non-equivalent pretest-post-test control group design and included 122 eleventh-grade students at SMAN 4 Soppeng during the 2023/2024 academic year. The participants were divided into three groups. An essay test assessed every variable. The findings indicated that (1) there was a significant correlation between scientific literacy skills and creative thinking skills; (2) there was a significant correlation between Critical thinking skills and creative thinking skills; and (3) there was a significant correlation between scientific literacy skills and Critical thinking skills. The regression equation showed Y= 0,228*X1+0.995*X2+21,645. Based on the findings, it can be concluded that Remap-NHT can be utilized to improve students' scientific literacy, communication, and creative thinking skills, all of which are demonstrated to be connected.
The use of augmented reality in cell structure learning to improve students’ conceptual understanding Kocu, Yulianto; Citraningrum, Mivtha; Hidayat, Febrian Andi
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6315

Abstract

This study is important due to the need for innovative learning media to help students understand abstract biological concepts effectively. This study aims to determine the effect of utilizing Augmented Reality (AR) in cell structure learning on the improvement of students' conceptual understanding at SMP Negeri 1 Aifat Timur. This study uses a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research sample consists of two classes, namely the experimental class using AR and the control class with conventional learning. The instrument used was a concept understanding test administered through a pretest and posttest. Data were analyzed using normality tests, homogeneity tests, independent sample t-tests, and N-Gain. The results showed a significant difference between the experimental and control classes with a significance value of 0.000 < 0.05. The average improvement (N-Gain) of the experimental class was 0.63 (moderate), higher than that of the control class at 0.38. These findings indicate that AR effectively enhances students' conceptual understanding. The novelty lies in applying AR as an interactive medium to visualize abstract cell structures at the junior high level, supporting improved biology education quality.
Improving visual-spatial ability through anatomy apron in respiratory system learning Khaeratunnisa, Tasya; Arda, Arda; Adawiyah, Siti Rabiatul
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6188

Abstract

This study was undertaken to address the ongoing challenges students encounter in comprehending abstract anatomical ideas, especially those necessitating robust visual-spatial abilities, attributed to the inadequate utilization of tangible learning resources in science classes. This study investigates the impact of anatomical teaching aids on the visual-spatial abilities of eighth-grade students studying the human respiratory system at MTs Negeri 3 Palu. A quasi-experimental approach utilizing a pretest-posttest control group was implemented. The sample comprised 36 students, allocated into an experimental group of 18 students and a control group of 18 students. The experimental group utilized an anatomical apron as a teaching tool, whereas the control group was instructed by conventional memorizing techniques. A validated 15-item assessment was employed to evaluate pupils' visual-spatial abilities. Data were investigated utilizing N-Gain computations and an independent samples t-test subsequent to the fulfillment of normality and homogeneity assumptions. The findings indicated that the experimental group's average N-Gain score was classified as high and surpassed that of the control group. The t-test analysis produced a significance (2-tailed) value of 0.000 (< 0.05), signifying the rejection of H?. The findings indicate that anatomical apron teaching aids enhance students' visual-spatial abilities in the study of the human respiratory system.
Light source effects on egg production and performance modeling of kub chickens Oktariansyah, Yadi; Billa, Afni Salhsa; Masito, Masito
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.5742

Abstract

Lighting intensity strongly influences reproductive physiology and productivity in laying hens. This study examined the effects of different light intensities and lamp types on egg production traits in KUB chickens and modeled production dynamics using nonlinear regression. Four treatments were tested: control, 5-watt blue LED, 5-watt incandescent, and 5-watt white LED. Daily egg count, Hen Day Production (HDP), total egg weight, and average egg weight were analyzed using one-way ANOVA and Tukey’s HSD. Results showed that higher light intensities significantly increased egg count, HDP, and total egg weight (p < 0.05), while average egg weight remained unchanged. Logistic models best fit incandescent and white LED groups, whereas blue LED data aligned with an Exponential model. White LEDs offer an energy-efficient option for improving productivity.
Local wisdom integration in science learning through culturally responsive teaching on students’ learning interests Mardatila, Mardatila; M. Nur, Mohammad Djamil; Adawiyah, Siti Rabiatul
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6214

Abstract

Science learning in schools still tends to be abstract and lacks a connection between the material and students' daily life contexts, resulting in low learning interest. This study is intended to investigate the influence of local wisdom-based science learning through the Culturally Responsive Teaching approach on students' learning interest. It is a quantitative study that has a quasi-experimental design and a non-equivalent control group design with 37 seventh-grade students of MTs. N 3 Parigi, a total of twenty participants were included in the experimental group, and seventeen participants were allocated to the control group. A Likert scale questionnaire with 16 validated statement items measured learning interest data, which were analyzed with the Mann-Whitney U test. The analysis showed that the experimental group achieved a greater mean rank of 23.45 than the control group of 13.76, and the observed difference was significant in statistical terms (p= 0.007, p < 0.05). Learning that connects science concepts with local cultural contexts makes learning more relevant and meaningful for students, thereby encouraging higher emotional and cognitive engagement. This study concludes that local wisdom-based science learning through the Culturally Responsive Teaching approach has a significant effect on students' learning interest.
Symbolism of domestic pig (sus scrofa domesticus) in karmawibhangga reliefs: Ethnozoological relevance for character education Puspitasari, Yohana Desta; Prajoko, Setiyo; Sukmawati, Ika
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6145

Abstract

The domestic pig (Sus scrofa domesticus) is depicted in the Karmawibhangga reliefs of Borobudur Temple, Central Java. Despite its visual presence, scientific studies discussing its symbolic meaning from ethnozoological and character education perspectives remain limited. As a representation of culture and spirituality, the depiction of the pig carries profound philosophical significance. This study aims to examine its symbolic meaning and identify character education values within these narrative panels. Using a descriptive qualitative approach and ethnographic methods, this research involves visual documentation, literature reviews, and interviews with archaeology and zoology experts. Observations were conducted at the Borobudur Museum and Cultural Heritage site, supported by morphological analysis from relevant literature. Results indicate that pigs appear in panels 9 and 74. Morphometric analysis reveals high anatomical accuracy, with body proportion similarity reaching 92.24%. These findings confirm that the pig is not merely a decorative element but a narrative supporting component conveying character education values, including: religiosity, tolerance, discipline, curiosity, appreciation of achievement, friendliness and communicative attitude, love of peace, environmental awareness, and responsibility.
Enhancing students’ communication and collaboration skills through project-based learning in biology Isrul, Muhammad; Azis, Andi Asmawati; B, Nurhayati; Daud, Firdaus; Palennari, Muhiddin
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6356

Abstract

Biology learning requires mastery of concepts as well as communication and collaboration skills relevant to the 21st century. This study aims to analyze the effect of implementing deep learning-based Project-Based Learning (PjBL) compared to deep learning-based Direct Instruction (DI) on students’ communication and collaboration skills. The study employed a quasi-experimental method using a pretest-posttest nonequivalent control group design. The sample consisted of two 12th-grade classes at State High School 3 Makassar, selected through purposive sampling. The instruments consisted of validated questionnaires on communication and collaboration skills. Data were analyzed using ANCOVA at a significance level of 0.05. The results showed that the learning model had a significant effect on communication skills (F=53.59; p<0.05) and collaboration skills (F=8.89; p<0.05) after controlling for initial ability. The posttest average for communication in the PjBL class (84.81) was higher than that in the DI class (70.60), as was the case for collaboration (81.26 vs. 74.00). This study concludes that the deep learning-based PjBL model is more effective than the deep learning-based DI model in improving students’ communication and collaboration skills in biotechnology learning.
Mapping the global research landscape of STEAM education: A bibliometric study of interdisciplinary learning approaches Aldiansyah, Rifki; Paidi, Paidi; Mualimin, Mualimin; Limiansi, Kintan
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6194

Abstract

STEAM education has become an increasingly prominent focus in formal education, emphasizing the interdisciplinary integration of science, technology, engineering, arts, and mathematics. However, comprehensive studies mapping global research trends and thematic developments in STEAM remain limited. This study aims to analyze global STEAM research trends, identify influential contributors, and examine thematic evolution through bibliometric analysis. The research employed a Systematic Literature Review (SLR) combined with bibliometric analysis of 184 Scopus-indexed articles published between 2015 and October 2025. Data were analyzed using VOS viewer and Bibliometrix to explore publication patterns, collaboration networks, and thematic clusters. The findings indicate a significant growth in publications, particularly from 2022 to 2025, with the United States, China, and Spain as leading contributors. Lavicza, Z., and Johannes Kepler University Linz were identified as the most productive contributors. Thematic analysis revealed key clusters, including project-based learning, creativity, computational thinking, art integration, and maker-centered learning, reflecting a shift toward transdisciplinary approaches. These results highlight the evolving direction of STEAM education and suggest opportunities for future research in local implementation, technology integration, and authentic assessment.
Local wisdom of manongkah kerang as biology learning context in independent curriculum: A narrative review Hasni, Hasni; Sriyati, Siti
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.5870

Abstract

Local wisdom holds significant potential as a contextual biology learning resource, yet its integration into the Independent Curriculum remains underexplored, particularly in coastal communities. This study aims to examine the integration of the local wisdom of the Duano Tribe's mussel tradition into biology learning in the Independent Curriculum. This tradition contains ecological knowledge, organismal adaptation, biomechanics of motion, as well as conservation values relevant to biological concepts. The research uses the Narrative Literature Review (NLR) design by examining articles published in 2018–2025 that discuss local wisdom, ethnopedagogy, coastal biology, and curriculum implementation. The analysis is carried out through thematic coding to identify concept patterns and potential integration in learning. The results of the study show that the tradition of mussels can be used to strengthen the understanding of coastal ecosystems, the morphological and physiological adaptation of blood mussels, as well as the issue of environmental change. The integration of local potential is also relevant for the development of inquiry-based learning activities and project-based learning, as well as supporting the achievement of the Pancasila Student Profile. Overall, this study confirms that the manongkah kerang tradition has strong educational value and can be implemented as a contextual learning resource to improve students' ecological competence, cultural identity, and environmental awareness.
Science assessment design based on environmental damage issues to strengthen students' literacy and numeracy competencies Percatawati, Dhea; Rahmawati, Susi; Rosida, Aprilia; Tamalene, Natsir; Primandiri, Poppy Rahmatika; Sulistiyowati, Tutut Indah; Santoso, Agus Muji
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6229

Abstract

Strengthening literacy and numeracy is a mandate of national education policy, as stipulated in Government Regulation No. 57 of 2021 and implemented through the Minimum Competency Assessment (AKM). However, science assessments in schools are still dominated by memorization-based questions that do not integrate real-world contexts and data representation. This study aims to develop and formatively validate a science assessment design for environmental change material based on Environmental Damage Issues to integrate literacy and numeracy contextually and ensure its feasibility and acceptability by junior high school students. The study used an educational design research approach with the Tessmer formative evaluation model. Data were collected through expert validation and student responses in one-to-one, small group, and field test stages, then analyzed descriptively and qualitatively. The results showed that 25 items were deemed feasible and acceptable. The integration of narrative text, graphs, tables, and diagrams encouraged data interpretation and contextual problem-solving.

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