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Anwari Adi Nugroho
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Journal of Biology Learning
Published by Universitas Veteran Bangun Nusantara
ISSN : 26232243     EISSN : 26231476     DOI : https://doi.org/10.32585/.v2i1.559
Core Subject : Education,
Education
Journal of Biology Learning with registered number ISSN 2623-2243 (Print), 2623 – 1476 (Online), managed by Biology Education of Faculty of Teacher Training and Education, Universitas Veteran Bangun Nusantara Sukoharjo, published by Universitas Veteran Bangun Nusantara Sukoharjo. This journal focuses on the publication of the results of scientific research related to the field of biology education. This journal published two issues per year in March and September. Journal of Biology Learning focuses on the publication of the results of scientific research related to the field of Biology Education. The article published on the internal and external academic community Univet especially in Biology Education. Journal of Biology Learning publishes scholarly articles in biology education scope covering: 1. Learning Biology in Higher Education 2. Learning Biology in SMA / SMP / SD 3. Biology Laboratory Management 4. Curriculum for Biology Learning 5. Media Innovation / Biological Demonstration 6. Biology Teacher Professional Education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol 7 No 1 (2025): March 2025" : 5 Documents clear
The Effectiveness of the Remap STAD Learning Model on Empowering Creative Thinking Skills Irawan, Ferry; Zakiyah R, Nur; Hanip, Rival
Journal of Biology Learning Vol 7 No 1 (2025): March 2025
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v7i1.6052

Abstract

One of the 21st century thinking skills is creative thinking skills. Students as prospective educators are required to learn and develop self-actualization in solving problems scientifically. This study aims to determine the effectiveness of Remap STAD learning models towards the empowerment of students' creative thinking skills. This research is a quasy experimental study and uses a Non equivalent pretest-posttest control group design. The population is all students of class XI IPA SMAN 4 Malang, totaling 234 students. A sample of 102 students was selected based on the equality test to determine the experimental class, positive control, and negative control. The instrument used used essay tests in accordance with indicators of creative thinking skills and the results were analyzed using the one-way anacova test. The results showed that the Remap STAD learning model effectively empowers students' creative thinking skills. The implication of the research conducted is to train students to think metaphorically to produce unique ideas or concepts as a form of achieving creative thinking skills. It is recommended that educators integrate the Remap STAD model in biology learning to foster student engagement and stimulate higher-order thinking processes necessary for solving contextual problems in daily life.
The Application of the Spirit of Socio-Scientific Problem-Based Learning (SSIPBL) Model to Improve Learning Outcomes on the Respiratory System Material at Senior High School Pratiwi, Siwi; Kusumadani, Annur Indra
Journal of Biology Learning Vol 7 No 1 (2025): March 2025
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v7i1.6434

Abstract

This study aims to analyze the implementation of the SPIRIT model of problem-based biology learning (SSIPBL) on the respiratory system material at Muhammadiyah 1 Sragen High School in the 2024/2025 academic year and to determine whether this model can improve students' learning outcomes. The research type used is quantitative with an experimental design. Data collection was carried out through learning outcome tests, observations, and interviews. Based on the t-test results, a significance value (sig.) of 0.198 was obtained, which is greater than the 0.05 value, indicating that there is no significant difference between the experimental group using the SSIPBL model and the control group using conventional learning methods. Factors affecting the ineffectiveness of this model's implementation include teacher readiness, limited time, lack of student involvement, and inadequate infrastructure. The results of this study show that the implementation of the SPIRIT SSIPBL model on the respiratory system material does not significantly improve students' learning outcomes. Therefore, it is recommended to improve supporting aspects, such as teacher training, better time management, and increasing student motivation and involvement in problem-based learning. Indicates that the implementation of the SPIRIT model of Socio-Scientific Problem-Based Learning (SSIPBL) can significantly improve students' learning outcomes on the respiratory system material senior High School for the. These results suggest that SSIPBL has the potential to enhance students' understanding through a problem-based approach that connects scientific phenomena with social issues, and its implementation in the field met expectations.
Comparison of the Learning Outcomes in the Ecology Course Using Socio-Scientific Problem based Learning and Stimulus Environment Problem Solving Models Kusumadani, Annur Indra; Nabila , Albertha Fausta; Najwa, Nadhifa
Journal of Biology Learning Vol 7 No 1 (2025): March 2025
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v7i1.6435

Abstract

Learning that is still dominated by teacher-centered approaches tends to result in passive student participation and low learning outcomes. This study aims to compare the effectiveness of the Socio-Scientific Problem-Based Learning (SSPBL) model and the Stimulus Environment Problem Solving (SEPS) model in improving student learning outcomes in the Ecology course. The research employed a quasi-experimental design involving two groups of fourth-semester Biology Education students at Universitas Muhammadiyah Surakarta in the even semester of the 2023/2024 academic year. Each group consisted of 20 students; one was taught using the SSPBL model, and the other using the SEPS model. Data were analyzed using the independent sample t-test and effect size analysis.The results showed that the SSPBL group achieved significantly higher cognitive learning outcomes than the SEPS group in both Cycle I (sig. = 0.041) and Cycle II (sig. = 0.049). The effect size results further confirmed the high effectiveness of the SSPBL model, with values of 2.846 (Cycle I) and 3.413 (Cycle II), categorized as "high." These findings indicate that the SSPBL model is more effective in improving learning outcomes, particularly in developing higher-order thinking skills through the integration of scientific concepts and socio-scientific issues. This study recommends the implementation of the SSPBL model in science education to foster deeper conceptual understanding and critical thinking among students.
Environmental Literacy Skills Based on Gender and Accreditation Among High School Students in Batu City Pratama, Diaz Candra; Rahardjanto, Abdulkadir; Husamah, H.
Journal of Biology Learning Vol 7 No 1 (2025): March 2025
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v7i1.6505

Abstract

The increasing environmental challenges faced globally have highlighted the urgent need for an environmentally literate generation. Environmental literacy, encompassing cognitive, affective, and behavioral aspects, is essential for fostering awareness and concern for the environment among young people. As such, understanding the level of environmental literacy in students is crucial to effectively address these challenges. This study aims to determine the environmental literacy skills of high school students in Batu City based on gender and school accreditation. The study used a descriptive quantitative approach with a purposive sampling technique. The research sample consisted of 1,054 students from six high schools, including three public schools and three private schools. The instrument used was a validated Environmental Literacy Instrument for Students (ELIS) based on a questionnaire. The results indicated that, in general, students' environmental literacy skills were in the high category, with an average percentage of 78-80% across all dimensions. The Independent sampel t-test revealed a significant difference in environmental literacy skills based on gender, with female students demonstrating higher concern for the environment compared to male students. Additionally, a significant difference was found between schools with A and B accreditation, with A-accredited schools showing higher results. This study recommends emphasizing the importance of experiential learning, as well as considering gender and accreditation factors in the development of environmental literacy programs.
Design and Validation of a Medicinal Plant Diversity Learning Module Based on Research in Las-Lasan Village Klaten for High School Students Asy-Syifaiyah, Asma’; Nugroho, Anwari Adi
Journal of Biology Learning Vol 7 No 1 (2025): March 2025
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v7i1.7280

Abstract

This study examines the diversity of medicinal plants in Las-Lasan Village, Klaten, and develops a research-based learning module for high school students. This research is part of a research and development project encompassing the following stages: preliminary study, planning, initial product development, revision of the initial product, limited field testing, and revision of the second product. The learning module design is based on existing learning modules used in high schools and integrated with the research findings on medicinal plant diversity. The learning module was validated by learning module experts and experts in plant diversity. Data analysis of expert validation results was conducted using quantitative descriptive analysis. The study concludes that the medicinal plant diversity learning module based on research in Las-Lasan Village, Klaten is highly feasible for use in high school biology learning. By integrating empirical data, the module enhances students’ understanding of ecology and biodiversity, promotes independent learning, and supports contextual, critical, and applicable education.

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