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INDONESIA
JURNAL BIOEDUCATION
Published by Universitas Muhammadiyah Pontianak
ISSN : 23564210     EISSN : 25276522     DOI : -
Core Subject : Education,
Education
Jurnal Bioeducation adalah Jurnal Ilmiah Program Studi Pendidikan Biologi Universitas Muhammadiyah Pontianak yang diterbitkan secara berkala 2 (dua) kali dalam satu tahun (Februari dan Agustus) sebagai sarana untuk menyebarluaskan hasil penelitian dan ilmu pengetahuan di bidang pendidikan biologi yang memiliki kontribusi signifikan terhadap perkembangan ilmu pengetahuan, pemikiran, profesi dan praktik pendidikan biologi.
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Articles 114 Documents
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Mind Mapping sebagai Strategi Peningkatan Daya Ingat pada Pembelajaran Biologi SMA Al Ghani, Suci Salsabila; Zulyusri; Muhyiatul Fadilah; Ganda Hijrah Selaras
JURNAL BIOEDUCATION Vol 13 No 2 (2026): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Biology instruction at the senior high school (SMA) level involves complex and abstract subject matter characterized by interlinked concepts; consequently, students are required not only to comprehend the material but also to retain the information they have learned. One instructional strategy that can support this process is Mind Mapping a technique that organizes information visually through central concepts, branches, keywords, and inter-concept relationships. This study aims to analyze the use of Mind Mapping as a strategy to enhance memory retention in high school biology learning, based on synthesis from relevant prior research. A narrative literature review method was employed, examining various research articles published between 2020 and 2026. Articles were selected based on relevance: studies involving senior high school students (or equivalent), the use of Mind Mapping in biology instruction, and the measurement of memory, retention, learning outcomes, conceptual understanding, or relevant cognitive abilities. Data were analyzed descriptively and synthesized based on study characteristics, Mind Mapping implementation methods, measured variables, and research findings. The review indicates that Mind Mapping generally exerts a positive influence on biology learning particularly regarding learning outcomes, conceptual understanding, critical thinking, creativity, and learning engagement as well as on retention in studies specifically measuring memory. Studies utilizing retention measurements or delayed tests demonstrate that students who learn using Mind Mapping exhibit superior information retention compared to those taught via conventional methods. The effectiveness of Mind Mapping in supporting memory is linked to its capacity to help students organize information, connect concepts, and utilize visual representations as cues for material recall. Thus, Mind Mapping holds potential as an instructional strategy to support improved memory retention and conceptual mastery among high school students in biology learning.
EFEKTIVITAS PROBLEM-BASED LEARNING TERHADAP PEMECAHAN MASALAH MATERI JAMUR DI SMAN 12 MAKASSAR Sitti Majida Radi; Palennari, Muhiddin; Hamka L
JURNAL BIOEDUCATION Vol 13 No 2 (2026): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/bioed.v13i2.9349

Abstract

This study aims to determine the effectiveness of implementing a problem-based learning model based on students’ problem-solving skills in the topic of fungi at State Senior High School 12 Makassar. This is a quantitative, pre-experimental study using a one-group pretest-posttest design. The study sample consisted of Class X.4, comprising 31 students selected using purposive sampling. Data collection was conducted using an essay test of problem-solving skills, which included indicators for defining problems, investigating/exploring problems, planning solutions, implementing solutions, and conducting evaluations. Data were analyzed using descriptive statistical analysis and N-Gain analysis. Based on the average N-Gain index of 57.4%, the results of this study indicate an increase in students' problem-solving scores from the pretest to the posttest, which falls into the moderately effective category. This gain reflects the magnitude of the improvement before and after the implementation of the Problem-Based Learning (PBL) model on the topic of Fungi, ensuring that the interpretation focuses on the extent of score improvement rather than an absolute causal claim of model effectiveness
Model DBUS Berbantuan Media AR : Meningkatkan KPS dan Kepercayaan Diri Siswa Tunadaksa Afiani Cahya Dwi Rahayu; Winarto; Asri Widowati; Ekosari Roektiningroem; Dita Puji Rahayu
JURNAL BIOEDUCATION Vol 13 No 2 (2026): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/bioed.v13i2.9373

Abstract

Science process skills and self-confidence are important abilities that need to be developed in students with disabilities to support their active involvement in science learning. This study aims to determine the effect of implementing the AR-assisted Discovery-Based Unity of Science learning model on the science process skills and self-confidence of students with physical disabilities. This study employs a pre-experimental design with a one-shot case study design. The study was conducted at SLBN 1 Bantul and SLB Bina Siwi during the 2025/2026 academic year. The research sample was determined using purposive sampling, with the research subjects being students with physical disabilities in Years 7, 8 and 9 as the experimental group. The research instruments used were an observation sheet for the implementation of learning, an observation sheet for science process skills, and a self-confidence questionnaire. The data analysis techniques used were analysis of the implementation of learning and descriptive analysis. The results indicate that the use of the DBUS model integrated with Augmented Reality media successfully improved students’ science process skills and self-confidence, but has not yet been widely applied to students with special educational needs. This study concludes that the DBUS model integrated with Augmented Reality serves as an effort to bridge educational gaps whilst contributing to the development of more effective and meaningful inclusive learning.
Penerapan Praktikum Mikrobiologi Pangan Berbasis Produk Fermentasi Lokal dalam Pembelajaran Keanekaragaman Hayati Mikroba Mia Audina; Indria Mahgfirah; Oktavia Nurmawaty Sigiro
JURNAL BIOEDUCATION Vol 13 No 2 (2026): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

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Abstract

Microbial biodiversity is an important concept in understanding ecosystem functions and biological processes, including food fermentation. This study described a food microbiology practicum using local fermented products as a context for teaching microbial biodiversity and examined changes in students’ test scores before and after the practicum. A one-group pretest–posttest design involved 30 first-semester students in the Agroindustrial Food Study Program at Politeknik Negeri Sambas, Indonesia. Students were divided into six groups of five. Groups 1 and 2 used tape, groups 3 and 4 used cencalok, and groups 5 and 6 used pekasam obtained from a local market in Sambas. The practicum was conducted in one 180-minute session. Student understanding was assessed using a 20-item multiple-choice test administered before and after the practicum. The mean practicum-implementation score was 95.90% (SD = 2.76), while the mean student-activity score was 95.83% (SD = 3.61). The mean pretest score was 59.10 (SD = 6.65), increasing to 81.17 (SD = 6.14) on the posttest. All students obtained higher posttest scores, and the mean normalized gain was 0.52 (SD = 0.19). The mean practicum-report score was 85.12 (SD = 6.16), while the mean student-response score was 3.89 (SD = 0.11). These findings describe an increase in test scores within one group but do not establish a causal effect of the practicum because no comparison group was included. Furthermore, no microbial colonies were observed or counted, and no taxonomic identification was conducted. Therefore, microbial biodiversity in the products was not measured directly. The findings highlight the potential use of local fermented foods as contextual learning resources for microbiology education in vocational higher education.

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