Garuda - Garba Rujukan Digital

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 bin 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

Developing students’ critical thinking skills and cognitive learning outcomes remains a challenge in biology education, particularly in classrooms where teacher-centered instruction predominates. Although inquiry-based learning is effective in enhancing higher-order thinking skills, its implementation is often hindered by low student engagement and limited use of instructional media. 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 findings indicate that interactive digital platforms in inquiry-based learning can increase student engagement, facilitate scientific reasoning, and support better learning outcomes. This study confirms the potential of technology-enhanced inquiry-based learning to foster meaningful biology learning in various school contexts.Abstrak. Pengembangan keterampilan berpikir kritis dan hasil belajar kognitif siswa masih menjadi tantangan dalam pendidikan biologi, terutama pada kelas yang didominasi pembelajaran berpusat pada guru. Meskipun pembelajaran berbasis inkuiri efektif meningkatkan keterampilan berpikir tingkat tinggi, implementasinya sering terkendala oleh rendahnya keterlibatan siswa dan pemanfaatan 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 platform digital interaktif dalam pembelajaran berbasis inkuiri dapat meningkatkan keterlibatan siswa, memfasilitasi penalaran ilmiah, dan mendukung hasil belajar yang lebih baik. Penelitian ini menegaskan potensi pembelajaran inkuiri berbantuan teknologi untuk mewujudkan 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

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

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.

Antioxidant activity screening of Centella asiatica as a biology learning innovation Anak Agung Istri Mas Padmiswari; Nadya Treesna Wulansari; Kadek Buja Harditya; Putu Indrayoni; Made Asmarani Dira
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.v8i2.25751

The integration of medicinal plant antioxidant research into biology laboratory learning remains limited. Therefore, this study evaluated the effectiveness of a phytochemical screening and antioxidant activity testing practicum using Centella asiatica leaf extract. This study aimed to analyze the effectiveness of a phytochemical screening and antioxidant activity testing practicum using Centella asiatica leaf extract in improving biology students’ learning outcomes, laboratory skills, and learning motivation. The study employed a mixed-method approach with a pre-experimental one-group pretest–posttest design involving 30 second-semester students who had completed a basic pharmaceutical biology course. The practicum included preparation of plant materials, phytochemical screening, antioxidant activity testing using the DPPH method, and evaluation of learning outcomes. Data were collected through pretest and posttest instruments, laboratory skill observation sheets, and student response questionnaires. Quantitative data were analyzed using a paired sample t-test, while qualitative data were analyzed descriptively. The results showed that the practicum effectively improved students’ learning outcomes, laboratory skills, and learning motivation. Students directly observed phytochemical reactions and antioxidant activity, which enhanced their understanding of antioxidant concepts and free radical mechanisms. The average pretest score increased from 62.4 to 84.6, with a significant difference (p < 0.05). Laboratory skills were categorized as good (83%), while student responses were categorized as very good (>85%). Therefore, this practicum can be recommended as an innovative and contextual learning strategy in biology education.Abstrak. Integrasi penelitian antioksidan tanaman obat ke dalam pembelajaran laboratorium biologi masih terbatas. Oleh karena itu, penelitian ini mengevaluasi efektivitas praktikum skrining fitokimia dan uji aktivitas antioksidan menggunakan ekstrak daun Centella asiatica. Penelitian ini bertujuan untuk menganalisis efektivitas praktikum skrining fitokimia dan uji aktivitas antioksidan menggunakan ekstrak daun Centella asiatica dalam meningkatkan hasil belajar, keterampilan laboratorium, dan motivasi belajar mahasiswa biologi. Penelitian menggunakan pendekatan mixed method dengan desain pra-eksperimental one-group pretest–posttest yang melibatkan 30 mahasiswa semester dua yang telah menempuh mata kuliah Biologi Farmasi Dasar. Kegiatan praktikum meliputi preparasi bahan tanaman, skrining fitokimia, uji aktivitas antioksidan menggunakan metode DPPH, serta evaluasi hasil pembelajaran. Data dikumpulkan melalui instrumen pretest dan posttest, lembar observasi keterampilan laboratorium, serta angket respon mahasiswa. Data kuantitatif dianalisis menggunakan uji paired sample t-test, sedangkan data kualitatif dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa praktikum yang dilaksanakan efektif meningkatkan hasil belajar, keterampilan laboratorium, dan motivasi belajar mahasiswa. Mahasiswa dapat mengamati secara langsung reaksi fitokimia dan aktivitas antioksidan sehingga pemahaman terhadap konsep antioksidan dan mekanisme radikal bebas menjadi lebih baik. Rata-rata nilai pretest meningkat dari 62,4 menjadi 84,6 pada posttest dengan perbedaan yang signifikan (p < 0,05). Keterampilan laboratorium mahasiswa berada pada kategori baik (83%), sedangkan respon mahasiswa termasuk kategori sangat baik (>85%). Oleh karena itu, praktikum ini dapat direkomendasikan sebagai strategi pembelajaran biologi yang inovatif dan kontekstual.

The effect of the RICOSRE learning model on science process skills, scientific literacy, and students’ biology learning outcomes on biodiversity Maisarah Muaazarah Zuhri; Andi Asmawati Azis; Firdaus Daud
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.v8i2.26243

The research is based on the low science process skills, science literacy, and student learning outcomes, which may hinder students’ critical thinking, scientific reasoning, problem-solving, and decision-making skills required in 21st-century education. The RICOSRE (reading, identifying, constructing, solving, reviewing, extending) model was selected because it integrates reading literacy with systematic problem solving. The research aims to determine the effect of the RICOSRE model on science process skills, science literacy, and biology learning outcomes of students. The research uses a quasi-experimental non-equivalent control group design. The experimental class applies the RICOSRE model, the control class applies the Problem Based Learning model. Analyzed using normality tests, homogeneity tests, and hypothesis tests (ANCOVA). The results are N-Gain science process skills of the experimental class 46.91% (less effective), control class 21.49% (ineffective), a significance value <0.001 means there is a difference in influence between classes. N-Gain of the experimental class's scientific literacy skills was 40.80% (less effective), control class 29.26% (ineffective), a significance value <0.001 means there is a difference in influence between classes. N-Gain of the experimental class's learning outcomes was 38.02% (ineffective), control class 26.56% (ineffective) and a significance value of 0.004, meaning there is a difference in influence between classes. The conclusion the RICOSRE model generally has a positive impact on the research variables, but with varying levels of effectiveness in each variable.Abstrak. Penelitian ini didasarkan pada rendahnya keterampilan proses sains, literasi sains, dan hasil belajar siswa. yang dapat menghambat kemampuan berpikir kritis, penalaran ilmiah, pemecahan masalah, dan pengambilan keputusan siswa yang dibutuhkan dalam pendidikan abad ke-21. Model RICOSRE dipilih karena mengintegrasikan literasi membaca dengan pemecahan masalah secara sistematis. Penelitian untuk mengetahui pengaruh model RICOSRE (reading, identifying, constructing, solving, reviewing, extending) terhadap keterampilan proses sains, literasi sains, dan hasil belajar biologi siswa. Penelitian menggunakan eksperimen semu non-equivalent control group design. Kelas eksperimen menerapkan model RICOSRE, kelas kontrol menerapkan model pembelajaran berbasis masalah. Dianalisis dengan uji normalitas, uji homogenitas, dan uji hipotesis (ANCOVA). Hasilnya N-Gain keterampilan proses sains kelas eksperimen 46,91% (kurang efektif), kelas kontrol 21,49% (tidak efektif), nilai signifikansi <0,001 berarti adanya perbedaan pengaruh antarkelas. N-Gain kemampuan literasi sains kelas eksperimen 40,80% (kurang efektif), kelas kontrol 29,26% (tidak efektif), nilai signifikansi <0,001 berarti adanya perbedaan pengaruh antarkelas. N-Gain hasil belajar kelas eksperimen 38,02% (tidak efektif), kelas kontrol 26,56% (tidak efektif) dan nilai signifikansi 0,004, berarti adanya perbedaan pengaruh antarkelas. Kesimpulannya model RICOSRE secara umum memberikan dampak positif terhadap variabel penelitian, namun pada tingkat efektivitas yang berbeda pada masing-masing variabel.

Guided inquiry improves undergraduate students psychomotor skills in gram staining practicum Nadya Treesna Wulansari; Ni Wayan Kesari Dharmapatni; I Putu Gede Sutrisna; Anak Agung Istri Mas Padmiswari; Kadek Buja Harditya; Ida Ayu Manik Damayanti
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.v8i2.25954

Gram staining of bacteria is an important practical material in Microbiology and Parasitology courses as part of Basic Nursing Science. This technique is widely used for the initial identification of pathogenic microorganisms. However, observations indicate that some students have not mastered the Gram staining technique optimally, leading to difficulties in interpreting microscopic findings. Until now, practical learning has been dominated by demonstration and one way instruction methods, so that the development of students' psychomotor skills has not been optimal. This study aims to evaluate the effectiveness of the guided inquiry method in improving the psychomotor skills of nursing students in Gram staining practical. The study used a quasi experimental design with a pretest–posttest control group design. The research subjects were students of the Nursing Study Program, semester II of the 2025/2026 Academic Year, consisting of two classes, namely the guided inquiry class (70 students) and the control class (72 students). Psychomotor skill data were analyzed based on the difference between posttest and pretest scores. The difference in psychomotor skill improvement between the two groups was analyzed using the Independent Samples t-test at a significance level of 0.05. The results showed a significant difference in the difference in psychomotor skill scores between the guided inquiry group and the control group, with the guided inquiry group having a higher average score. This indicates that guided inquiry learning is effective in improving students' psychomotor skills in Gram staining practicums.Abstrak. Pewarnaan Gram pada bakteri merupakan materi praktikum penting dalam mata kuliah Mikrobiologi dan Parasitologi sebagai bagian dari Ilmu Keperawatan Dasar. This technique is widely used for the initial identification of pathogenic microorganisms, so mastering these psychomotor skills is essential for students to ensure the accuracy of clinical diagnoses. Namun, pengamatan menunjukkan bahwa sebagian mahasiswa belum menguasai teknik pewarnaan Gram secara optimal, sehingga menimbulkan kesulitan dalam menafsirkan temuan mikroskopis. Hingga saat ini, pembelajaran praktikum masih didominasi oleh metode demonstrasi dan pengajaran satu arah, sehingga pengembangan keterampilan psikomotorik mahasiswa belum optimal. Penelitian ini bertujuan untuk mengevaluasi efektivitas metode inquiry terarah dalam meningkatkan keterampilan psikomotor mahasiswa keperawatan pada praktikum pewarnaan Gram. Penelitian ini menggunakan desain kuasi-eksperimental dengan desain pretest–posttest kelompok kontrol. Subjek penelitian adalah mahasiswa Program Studi Keperawatan, semester II Tahun Akademik 2025/2026, yang terdiri dari dua kelas, yaitu kelas inquiry terarah (70 mahasiswa) dan kelas kontrol (72 mahasiswa). Data keterampilan psikomotor dianalisis berdasarkan selisih skor posttest dan pretest. Perbedaan peningkatan keterampilan psikomotor antara kedua kelompok dianalisis menggunakan Uji-t Sampel Independen pada tingkat signifikansi 0,05. Hasil menunjukkan adanya perbedaan yang signifikan pada selisih skor keterampilan psikomotor antara kelompok pembelajaran inquiry terarah dan kelompok kontrol, dengan kelompok pembelajaran berbasis penyelidikan terpandu memiliki skor rata-rata yang lebih tinggi. Hal ini menunjukkan bahwa pembelajaran berbasis inquiry terarah efektif dalam meningkatkan keterampilan psikomotorik siswa pada praktikum pewarnaan Gram.

An analysis of the potential of local durian biodiversity in Sukadana District as a biology learning resource Tri Hartaty; Ahmad Faisal Amri; Hanum Mukti Rahayu
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.v8i2.25538

Kayong Utara Regency, particularly Sukadana District, possesses a high diversity of local durian genetic resources. However, their documentation, educational utilization, and the availability of contextual teaching materials remain limited, resulting in biology learning that is not yet optimally connected to students' surrounding environment. This study aimed to analyze the potential of local durian diversity in Sukadana District as a biology learning resource using a qualitative descriptive method. Data were collected through field observations, interviews with 120 durian farmers and traders, documentation, and questionnaires distributed to five biology teachers. The data were analyzed descriptively to identify the characteristics, classification, and suitability of local durians as biology learning resources. The results identified six local durian varieties with high morphological diversity that met the criteria as biology learning resources and have the potential to support contextual learning on biodiversity topics. The teachers' evaluation yielded an overall score of 82% (excellent) based on the aspects of clarity, target suitability, alignment with learning objectives, information clarity, exploration guidelines, and expected learning outcomes, indicating that local durians are highly relevant as biology learning resources. Therefore, local durians in Sukadana District have strong potential to be developed as contextual and meaningful biology learning resources, particularly for biodiversity topics.Abstrak. Kabupaten Kayong Utara, khususnya Kecamatan Sukadana, memiliki keanekaragaman sumber daya genetik durian lokal yang tinggi, namun dokumentasi, pemanfaatannya dalam pendidikan, dan ketersediaan bahan ajar kontekstual masih terbatas sehingga pembelajaran biologi belum optimal mengaitkan konsep dengan lingkungan sekitar. Penelitian ini bertujuan menganalisis potensi keanekaragaman durian lokal di Kecamatan Sukadana sebagai sumber belajar biologi menggunakan metode deskriptif kualitatif. Data dikumpulkan melalui observasi, wawancara terhadap 120 petani dan pedagang durian, dokumentasi, serta penyebaran kuesioner kepada lima guru biologi, kemudian dianalisis secara deskriptif untuk mengidentifikasi karakteristik, klasifikasi, dan kesesuaiannya sebagai sumber belajar. Hasil penelitian mengidentifikasi enam varietas durian lokal yang memiliki keragaman morfologis tinggi dan memenuhi kriteria sebagai sumber belajar biologi, sehingga berpotensi mendukung pembelajaran kontekstual pada materi keanekaragaman hayati. Penilaian guru memperoleh skor 82% (kategori sangat baik) berdasarkan aspek kejelasan, kesesuaian sasaran, keselarasan tujuan pembelajaran, kejelasan informasi, pedoman eksplorasi, dan hasil belajar yang diharapkan, yang menunjukkan bahwa durian lokal sangat relevan sebagai sumber belajar biologi. Dengan demikian, durian lokal di Kecamatan Sukadana memiliki potensi kuat untuk dikembangkan sebagai sumber belajar biologi yang kontekstual dan bermakna, khususnya pada topik keanekaragaman hayati.

Readiness for implementing deep learning in biology learning based on students' information processing abilities and habits of mind Muhammad Syaipul Hayat; Endah Rita Sulistya Dewi; Siti Patonah; Fibria Kaswinarni; Waewdao Dathong; Azizul Ghofar Candra Wicaksono; Dina Alfiyana; Mellisa Putri Adeliana
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.v8i2.25838

The Ministry of Primary and Secondary Education plans to implement a deep learning approach into the curriculum. One prerequisite for its success is student readiness supported by habits of mind and effective information processing. However, studies on deep learning readiness from the perspective of these two aspects are still limited, especially in high school biology learning. This study aims to determine the condition of students' habits of mind and information processing as supporting aspects of deep learning. The study used a descriptive quantitative-qualitative method on 134 grade X students of SMA N 1 Semarang and SMA Islam Sultan Agung 1 Semarang on environmental change material. Data were collected through questionnaires and observations, then analyzed using descriptive statistics (average, percentage, and achievement categories) and independent sample t-test. The results showed that the ability of habits of mind scored 81 (very good) in SMA N 1 Semarang and a score of 76 (good) in SMA Islam Sultan Agung 1 Semarang. Meanwhile, the results of student information processing obtained a score of 83 (very good) in SMA N 1 Semarang and a score of 81 (very good) in SMA Islam Sultan Agung 1 Semarang. Therefore, the research results indicate that students are well-prepared to support the implementation of deep learning, although critical thinking, creative thinking, and information synthesis skills still need to be strengthened. This study provides initial empirical evidence regarding students' cognitive readiness for the implementation of deep learning in biology.Abstrak. Kementerian Pendidikan Dasar dan Menengah berencana mengimplementasikan pendekatan deep learning ke dalam kurikulum. Salah satu prasyarat keberhasilannya adalah kesiapan siswa yang ditunjang oleh habits of mind dan pemrosesan informasi yang efektif. Namun, kajian mengenai kesiapan deep learning dari perspektif kedua aspek tersebut masih terbatas, khususnya dalam pembelajaran biologi SMA. Penelitian ini bertujuan mengetahui kondisi habits of mind dan pemrosesan informasi siswa sebagai aspek pendukung deep learning. Penelitian menggunakan metode deskriptif kuantitatif-kualitatif terhadap 134 siswa kelas X SMA N 1 Semarang dan SMA Islam Sultan Agung 1 Semarang pada materi perubahan lingkungan. Data dikumpulkan melalui kuesioner dan observasi, kemudian dianalisis menggunakan statistik deskriptif (rata-rata, persentase, dan kategori capaian) serta independent sample t-test. Hasil penelitian menunjukkan kemampuan habits of mind skor 81 (sangat baik) di SMA N 1 Semarang dan skor 76 (baik) di SMA Islam Sultan Agung 1 Semarang. Sementara pada hasil pemrosesan informasi siswa diperoleh skor 83 (sangat baik) di SMA N 1 Semarang dan skor 81 (sangat baik) di SMA Islam Sultan Agung 1 Semarang. Oleh karena itu, hasil penelitian mengindikasikan bahwa siswa memiliki kesiapan yang baik untuk mendukung implementasi deep learning, meskipun kemampuan berpikir kritis, berpikir kreatif, dan sintesis informasi masih perlu diperkuat. Penelitian ini memberikan bukti empiris awal mengenai kesiapan kognitif siswa dalam menghadapi implementasi deep learning pada pembelajaran biologi.

Unveiling the knowing-doing gap in river ecosystem SSI: profiling students’ scientific literacy and action competency Adhitya Chandra Permana; Muhammad Syaipul Hayat; Mega Novita
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.v8i2.24720

Scientific literacy is fundamental for Education for Sustainable Development (ESD), yet a disconnect often exists between students' cognitive understanding and their ability to take responsible environmental action, especially in the context of river ecosystems. This study analyzes the profile of Scientific Literacy and Action Competency among junior high school students within a local Socio-Scientific Issues (SSI) framework. Employing a quantitative descriptive-correlational design, data were collected from 64 students using valid and reliable instruments, including essay tests, portfolios, questionnaires, and observations. The findings reveal that students' average proficiency on both variables remains low, despite a strong positive correlation between them. Crucially, a diagnostic analysis uncovered a significant "knowing-doing gap," in which students' high self-perceptions on Likert scales contrasted with their lower performance on objective tasks, suggesting a potential "illusion of competence". Furthermore, a consistent challenge was identified in written argumentation skills across both variables. The study concludes that while local SSI approaches are gender-inclusive, they require robust instructional scaffolding to bridge the gap between intention and execution. Based on these diagnostic interpretations, we hypothesize that developing adaptive pedagogical interventions, such as Interactive E-Modules based on local SSI, could enhance students' capacity to translate scientific knowledge into concrete, sustainable actions. Future research should focus on the empirical design and validation of such learning materials, as well as on exploring non-cognitive variables such as emotional intelligence.Abstrak. Literasi ilmiah merupakan fondasi utama dalam Pendidikan untuk Pembangunan Berkelanjutan (ESD). Namun, seringkali muncul kesenjangan antara pemahaman kognitif siswa dan kemampuan mereka mengambil tindakan lingkungan yang bertanggung jawab, khususnya dalam konteks ekosistem sungai. Penelitian ini bertujuan memprofilkan Literasi Ilmiah dan Kompetensi Aksi siswa SMP terkait Isu Sosio-Saintifik (SSI) lingkungan lokal. Menggunakan desain deskriptif-korelasional kuantitatif, data dikumpulkan dari 64 siswa menggunakan instrumen yang divalidasi, meliputi tes esai, portofolio, kuesioner, dan observasi. Hasilnya menunjukkan bahwa rata-rata penguasaan kedua variabel berada pada kategori rendah, meskipun terdapat korelasi positif yang kuat di antara keduanya. Secara krusial, analisis diagnostik mengungkapkan adanya kesenjangan mengetahui-melakukan (knowing-doing gap) yang signifikan, di mana persepsi diri siswa yang tinggi pada skala Likert kontras dengan kinerja objektif yang lebih rendah, mengindikasikan potensi "ilusi kompetensi". Selain itu, teridentifikasi pula kendala yang konsisten pada keterampilan argumentasi tertulis di kedua variabel. Disimpulkan bahwa pendekatan SSI lokal, meskipun inklusif gender, memerlukan scaffolding instruksional yang kuat untuk menjembatani kesenjangan antara niat dan aksi. Berdasarkan interpretasi diagnostik tersebut, kami menghipotesiskan bahwa pengembangan intervensi pedagogis adaptif, seperti E-Modul Interaktif berbasis SSI lokal, berpotensi meningkatkan kapasitas siswa dalam menerjemahkan pengetahuan ilmiah menjadi tindakan berkelanjutan. Penelitian selanjutnya harus berfokus pada desain empiris dan validasi materi pembelajaran tersebut serta eksplorasi variabel non-kognitif.

Effects of problem-based learning model on high school students' problem-solving skills, critical thinking skills, and learning outcomes Diffia Ilham; Firdaus Daud; Alimuddin Ali; A. Mushawwir Taiyeb; Ismail Ismail
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.v8i2.26176

The low levels of students’ critical thinking skills, problem-solving skills, and learning outcomes remain a challenge in Biology learning because the learning process tends to be teacher-centered. This study aimed to examine the effect of the Problem Based Learning (PBL) model on students’ problem-solving skills, critical thinking skills, and learning outcomes on environmental change material at MAN 1 Luwu Timur. The study employed a quasi-experimental design with a nonequivalent control group design involving an experimental class taught using PBL and a control class taught using direct instruction. Data were collected through pretest and posttest instruments and analyzed using descriptive statistics and ANCOVA. The results showed that the experimental class experienced greater improvement compared to the control class. Learning outcomes increased from 41.00 to 77.32, critical thinking skills improved from low to critical categories, and problem-solving skills improved from low to good categories. Inferential analysis indicated that PBL had a significant effect on problem-solving skills, critical thinking skills, and student learning outcomes (p < 0.05). These findings indicate that PBL is effective in creating active and student-centered learning to support 21st-century skills. The findings of this study contribute to the advancement of biology education research by providing empirical evidence of the effectiveness of PBL in improving multiple learning outcomes.Abstrak. Rendahnya kemampuan berpikir kritis, kemampuan pemecahan masalah, dan hasil belajar siswa masih menjadi permasalahan dalam pembelajaran Biologi karena pembelajaran cenderung berpusat pada guru. Penelitian ini bertujuan mengkaji pengaruh model Problem Based Learning (PBL) terhadap kemampuan pemecahan masalah, kemampuan berpikir kritis, dan hasil belajar siswa pada materi perubahan lingkungan di MAN 1 Luwu Timur. Penelitian menggunakan desain kuasi eksperimen dengan nonequivalent control group design yang melibatkan kelas eksperimen menggunakan PBL dan kelas kontrol menggunakan pembelajaran langsung. Data diperoleh melalui pretest dan posttest, kemudian dianalisis menggunakan statistik deskriptif dan ANCOVA. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan lebih tinggi dibandingkan kelas kontrol. Hasil belajar meningkat dari 41,00 menjadi 77,32, kemampuan berpikir kritis meningkat dari kategori rendah menjadi kritis, dan kemampuan pemecahan masalah meningkat dari kategori rendah menjadi baik. Analisis inferensial menunjukkan bahwa PBL berpengaruh signifikan terhadap kemampuan pemecahan masalah, kemampuan berpikir kritis, dan hasil belajar siswa (p < 0,05). Temuan ini menunjukkan bahwa PBL efektif menciptakan pembelajaran aktif dan berpusat pada siswa untuk mendukung keterampilan abad ke-21. Hasil penelitian ini berkontribusi pada penguatan kajian pendidikan biologi dengan menyediakan bukti empiris mengenai efektivitas PBL dalam mengembangkan berbagai capaian belajar.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Hery Fajeriadi

Contact Email
heryfaje@gmail.com

Phone
+6285332834301

Journal Mail Official
bioinoved@ulm.ac.id

Editorial Address
Jl. Brigjend. H. Hasan Basry, Gedung Pascasarjana Universitas Lambung Mangkurat, Kota Banjarmasin, Provinsi Kalimantan Selatan

Location
Kota banjarmasin,

Kalimantan selatan

INDONESIA

Abstract

Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hery Fajeriadi

Contact Email heryfaje@gmail.com

Phone +6285332834301

Journal Mail Official bioinoved@ulm.ac.id

Editorial Address Jl. Brigjend. H. Hasan Basry, Gedung Pascasarjana Universitas Lambung Mangkurat, Kota Banjarmasin, Provinsi Kalimantan Selatan

Location Kota banjarmasin, Kalimantan selatan INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Hery Fajeriadi

Contact Email
heryfaje@gmail.com

Phone
+6285332834301

Journal Mail Official
bioinoved@ulm.ac.id

Editorial Address
Jl. Brigjend. H. Hasan Basry, Gedung Pascasarjana Universitas Lambung Mangkurat, Kota Banjarmasin, Provinsi Kalimantan Selatan

Location
Kota banjarmasin,

Kalimantan selatan

INDONESIA