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Hery Fajeriadi
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Jl. Brigjend. H. Hasan Basry, Gedung Pascasarjana Universitas Lambung Mangkurat, Kota Banjarmasin, Provinsi Kalimantan Selatan
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Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan
Published by Universitas Lambung Mangkurat
ISSN : 26849062     EISSN : 27149803     DOI : -
Core Subject : Education,
Education
Bio-Inoved: The Journal of Biology-Educational Innovation [p-ISSN 2684-9062] publishes scientific articles on the results of biology education research and innovations (Focus and Scope). Articles are written by following the manuscript writing rules (Author Guidelines). This journal is published twice a year, in April and October.
Arjuna Subject : Biokimia, Genetika dan Biologi Molekuler - Bioteknologi
Articles 293 Documents
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Enhancing critical thinking and cognitive achievement through nearpod-assisted inquiry learning in senior high school biology Bea Hana Siswati; Meirica Eradea; Bevo Wahono; Hikmah Buroidah; Ika Sukmawati; Mohamed Izzat Mohamed Khalil
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 2 (2026): June 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i2.25267

Abstract

Promoting critical thinking and cognitive achievement among students continues to be a major challenge in biology education, especially in classrooms that are heavily based on traditional teacher-centered pedagogy. Inquiry-based learning is already accepted as a successful teaching method to enhance higher order thinking; however in its application in class, has some obstacles in terms of students’ involvement and the learning medium. This study aimed to investigate the effect of Nearpod-assisted inquiry learning on senior high school students’ critical thinking skills and cognitive learning outcomes in biology. In this study, a quasi-experimental non-equivalent control group design study was adopted and two intact classes in eleventh grade were involved. The experimental group was taught by inquiry learning with Nearpod integration and the control group was taught by traditional teaching. Pre- and post-test data were gathered through standardised essay tests on critical thinking and cognitive achievement and were analyzed by means of analysis of covariance. The findings revealed that students in the experimental group achieved significantly higher critical thinking skills (F = 4.106, p = .048) and cognitive learning outcomes (F = 21.675, p < .001) than those in the control group after controlling for pretest scores. These results indicate that the use of interactive digital tools in the context of inquiry-based teaching can enhance student engagement, facilitate scientific reasoning, and contribute to positive learning outcomes. The study demonstrates the potential of technology-enhanced inquiry learning to support meaningful biology learning within varied school environments.Abstrak. Pengembangan keterampilan berpikir kritis dan hasil belajar kognitif siswa masih menjadi tantangan utama dalam pendidikan biologi, terutama pada kelas-kelas yang masih didominasi oleh pendekatan pembelajaran berpusat pada guru. Pembelajaran berbasis inkuiri telah diakui sebagai pendekatan yang efektif untuk meningkatkan keterampilan berpikir tingkat tinggi, namun implementasinya di kelas sering menghadapi kendala yang berkaitan dengan keterlibatan siswa dan penggunaan media pembelajaran. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran inkuiri berbantuan Nearpod terhadap keterampilan berpikir kritis dan hasil belajar kognitif siswa SMA pada mata pelajaran biologi. Penelitian ini menggunakan desain kuasi-eksperimen dengan kelompok kontrol nonekuivalen yang melibatkan dua kelas XI. Kelas eksperimen memperoleh pembelajaran inkuiri yang terintegrasi dengan Nearpod, sedangkan kelas kontrol mengikuti pembelajaran reguler yang diterapkan di sekolah. Data pretest dan posttest dikumpulkan melalui tes esai terstandar yang mengukur keterampilan berpikir kritis dan hasil belajar kognitif, kemudian dianalisis menggunakan analisis kovarian (ANCOVA). Hasil penelitian menunjukkan bahwa siswa pada kelompok eksperimen memperoleh keterampilan berpikir kritis yang secara signifikan lebih tinggi (F = 4,106; p = 0,048) serta hasil belajar kognitif yang lebih baik (F = 21,675; p < 0,001) dibandingkan kelompok kontrol setelah mengontrol skor pretest. Temuan ini menunjukkan bahwa penggunaan platform digital interaktif dalam pembelajaran berbasis inkuiri dapat meningkatkan keterlibatan siswa, memfasilitasi penalaran ilmiah, dan mendukung pencapaian hasil belajar yang lebih baik. Penelitian ini menegaskan potensi pembelajaran inkuiri berbantuan teknologi dalam mendukung pembelajaran biologi yang bermakna di berbagai konteks sekolah.
Implementing place-based education to enhance ecological empathy and conservation intention Bimo Aji Nugroho; Hery Fajeriadi
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 2 (2026): June 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i2.25772

Abstract

Environmental education is often limited to cognitive understanding, creating a gap between environmental knowledge and actual conservation actions. This research is crucial due to the decrease in empathy and enthusiasm for conservation efforts among students, which stems from a learning process that is non-contextual and limited to the classroom. This research aims to test the effectiveness of the Place-Based Education (PBE) paradigm in enhancing students' ecological empathy and conservation aspirations. This pre-experimental study used a one-group pretest-posttest design with 33 participants from the Biology Education Study Programme at the University of Borneo Tarakan. The intervention was carried out through direct observation in the Mangrove and Proboscis Monkey Conservation Area in Tarakan City. The collected data were examined using paired sample t-tests, effect size calculations (Cohen's d), and standardised gain (N-gain). The research findings show a substantial increase (p < 0.001) in both variables, accompanied by a very large effect size. The increase in conservation intention (N-Gain = 0.66) was observed to exceed the increase in ecological empathy (N-Gain = 0.35). In short, PBE-based learning is capable of transforming passive information into active commitments and encouraging action-oriented behaviour. The implementation of PBE in the future can be applied as a pedagogical approach to develop sustainability traits. A long and sustained intervention process is required to deeply cultivate empathy.Abstrak Pendidikan lingkungan sering kali terbatas pada pemahaman kognitif, menciptakan kesenjangan antara pengetahuan lingkungan dan tindakan konservasi yang nyata.  Penelitian ini sangat penting karena menurunnya empati dan antusiasme terhadap upaya konservasi di kalangan siswa, yang disebabkan oleh proses pembelajaran yang tidak kontekstual dan terbatas di dalam kelas.  Penelitian ini bertujuan untuk menguji efektivitas paradigma Pendidikan Berbasis Tempat (PBE) dalam meningkatkan empati ekologis dan aspirasi konservasi siswa.  Studi preeksperimental ini menggunakan desain pretest-posttest satu kelompok dengan 33 peserta dari Program Studi Pendidikan Biologi Universitas Borneo Tarakan.  Intervensi dilakukan melalui observasi langsung di Kawasan Konservasi Mangrove dan Bekantan di kota Tarakan.  Data yang dikumpulkan diperiksa menggunakan uji t sampel berpasangan, perhitungan ukuran efek (d Cohen), dan keuntungan terstandarisasi (N-gain).  Temuan penelitian menunjukkan peningkatan substansial (p < 0.001) pada kedua variabel, disertai dengan ukuran efek yang sangat besar.  Ditemukan bahwa peningkatan dalam niat konservasi (N-Gain = 0.66) melebihi peningkatan dalam empati ekologis (N-Gain = 0.35).  Singkatnya, pembelajaran berbasis PBE mampu mengubah informasi pasif menjadi komitmen aktif dan mendorong perilaku yang berorientasi pada tindakan.  Implementasi PBE di masa depan dapat diterapkan sebagai pendekatan pedagogis untuk mengembangkan sifat keberlanjutan.  Un proceso de intervención largo y sostenido es necesario para cultivar profundamente la empatía.
Exploring pedagogical knowledge of prospective science teachers through project-based learning Dyah Astriani; An Nuril Maulida Fauziah; Tirta Rohmatain Solikah; Yohannes Asmare Fesseha
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 2 (2026): June 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i1.25583

Abstract

The development of pedagogical competence is an important aspect of the education of prospective science teachers that enables them to design and implement effective and innovative learning experiences. This study aims to explore pedagogical knowledge, including Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Knowledge (TPK), of prospective science teachers in the context of Project-Based Learning (PjBL). This study used a quantitative descriptive design with 27 students from a Science Education Study Program as the participants. Data were collected through the evaluation of teaching modules and a pedagogical competence questionnaire, then analyzed using descriptive statistics in the form of means and percentages. The results of the teaching module assessment showed a progressive increase across the meetings, namely 59.9 (fair), 72.1 (good), and 78.5 (good). Meanwhile, the questionnaire results showed that the PK component obtained an average score of 77.7% (good), the PCK component achieved 88.8% (very good), and the TPK component reached 59.9% (fair). This indicates that students are stronger in integrating content and pedagogy than in utilizing technology in learning. These findings indicate that PjBL provides a meaningful learning experience and has the potential to support the development of pedagogical knowledge, especially in teaching module design; however, further improvement is needed in the TPK dimension to optimize technology integration in learning.Abstrak. Pengembangan kompetensi pedagogis merupakan aspek penting dalam pendidikan calon guru IPA agar mampu merancang dan melaksanakan pembelajaran yang efektif dan inovatif. Penelitian ini bertujuan untuk mengeksplorasi pengetahuan pedagogis yang meliputi Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), dan Technological Pedagogical Knowledge (TPK) calon guru IPA dalam konteks Pembelajaran Berbasis Proyek (PjBL). Penelitian ini menggunakan desain deskriptif kuantitatif dengan subjek sebanyak 27 mahasiswa program studi pendidikan IPA. Data dikumpulkan melalui penilaian modul ajar dan kuesioner kompetensi pedagogis, kemudian dianalisis menggunakan statistik deskriptif berupa rerata dan persentase. Hasil penilaian modul ajar menunjukkan peningkatan rerata pada setiap pertemuan, yaitu 59,9 (cukup), 72,1 (baik), dan 78,5 (baik). Sementara itu,  hasil kuesioner menunjukkan bahwa komponen PK memperoleh rerata 77,7% (baik), PCK sebesar 88,8% (sangat baik), dan TPK sebesar 59,9% (cukup). Hal ini mengindikasikan bahwa mahasiswa lebih kuat dalam mengintegrasikan konten dan pedagogi dibandingkan pemanfaatan teknologi dalam pembelajaran. Temuan ini menunjukkan bahwa PjBL memberikan pengalaman belajar yang bermakna dan berpotensi mendukung pengembangan pengetahuan pedagogis, terutama dalam perancangan modul ajar, namun perlu penguatan pada aspek TPK agar integrasi teknologi dalam pembelajaran lebih optimal.

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