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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 87 Documents
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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.
The Effect of the SSPBLS Model Using Quizizz Media on the Learning Outcomes of High School Students on Digestive System Materials Nur Khasanah, Rahma; Kusumadani, Annur Indra; Mulyono, Yatin
Journal of Biology Learning Vol 7 No 2 (2025): September 2025
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v7i2.6489

Abstract

This study aims to analyze the application of SSPBLS (Socio-Scientific Problem based Learning with Spiritual Value) on digestive system materials at SMA Muhammadiyah 1 Sragen for the academic year 2024/2025 and to find out whether this model can improve student learning outcomes. The type of research used is quantitative with experimental design. Data collection was carried out through learning outcome tests, observations, and interviews. Based on the results of the t-test, a significance value (sig.) of 0.22 was obtained, which was more than 0.05, which showed that there was no significant difference between the experimental group using the SSPBLS model and the control group using conventional learning methods. The results of this study show that the application of the SSPBLS model to the digestive system material in terms of final average scores can improve student learning outcomes. These results show that SSPBLS has the potential to improve student understanding through a problem-based approach that connects scientific phenomena with social issues, and its application in the field has met expectations. This research contributes to enriching contextual learning approaches through the application of the SSPBLS model which is proven to improve student learning outcomes by integrating social issues, critical thinking skills, and character values and provides alternative effective learning strategies to improve learning outcomes, with an emphasis on students' active involvement in solving problems based on social issues.
Implementation Science Practical at SMP Negeri 1 Sambi, Boyolali, Indonesia Ibrahim, Abdullah Falak Nabhan; Kusumadani, Annur Indra
Journal of Biology Learning Vol 7 No 2 (2025): September 2025
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v7i2.6510

Abstract

Low frequency and minimal practicum facilities have become the main problems in the implementation of science learning at SMP Negeri 1 Sambi, Boyolali. According to the Minister of National Education Regulation Number 24 of 2007, the learning process requires facilities and infrastructure that support optimal implementation. The benefits of science practicum include increasing students’ motivation to learn science and providing opportunities for them to satisfy their curiosity through scientific approaches. The purpose of this research is to examine the implementation of science practicum and to evaluate the quality of the facilities and infrastructure of the science laboratory at SMP Negeri 1 Sambi, Boyolali. This study used a descriptive qualitative method with data collected through observation, documentation, interviews, and questionnaires. The results show that the quality of facilities and infrastructure for science practical activities at SMP Negeri 1 Sambi, Boyolali is classified as good, as stated in the Minister of National Education Regulation Number 24 of 2007, with an average percentage of 71.62%. The implementation of science practicum is categorized as very good, with an average percentage of 97.8%. The results of the questionnaire also show that 93.4% of the science practicums fall into the very good category, meaning that the implementation of science practicum for Grade VIII in the odd semester runs well.
The Relationship Between Literacy Sklls and Scientific Explanation on Students Scientific Reasoning Throught Reading Concept Map-Numbered Head Together Learning Model irawan, Ferry; Pertiwi, Sri Ananda; Zakiyah R, Nur; A, Henita
Journal of Biology Learning Vol 7 No 2 (2025): September 2025
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v7i2.6798

Abstract

Literacy skills play an important  role in helping students clarify basic concepts, build relationships between concepts, reason and test each detail of each interrelated information and are able to derive each concept, thus students are accustomed to understanding each scientific process and activity carried out in Biology learning. The relationship between these two skills trains students to actively carry out in-depth scientific investigations.The purpose of this study was to identify the relationship between scientific literacy skills and scientific explanation skills in empowering scientific reasoning skills through the application of the Remap-NHT (Reading Concept Map-Numbered Head Together) learning model. This study included a quasi-experiment using a non-equivalent pretest-post-test control group design with a total sample of 85 eleventh grade students in the Natural Sciences department at SMAN 4 Malang in the 2023/2024 academic year. The population was distributed into 3 groups. Scientific literacy skills and scientific reasoning skills were assessed using an essay test, while scientific explanation skills were assessed using an assessment rubric. Data analysis was tested using multiple regression analysis. The results showed that (1) there was a significant relationship between scientific literacy skills and scientific reasoning skills; (2) there is a significant relationship between scientific explanation skills and scientific reasoning skills; and (3) there is a significant relationship between scientific literacy skills and scientific explanation skills that have an integral effect on scientific reasoning skills. The interrelationship between scientific literacy skills, scientific explanation skills and scientific reasoning skills can be observed in the regression equation Y = 0.317 * X1 + 0.995 * X2 + 30.113. Based on the findings, it is concluded that Remap-NHT is able to improve students' scientific literacy skills, scientific explanation skills, and scientific reasoning skills, the interrelationships of which influence each other.
The Relationship Between Science Process Skills and Concept Mastery Using Practical Methods Aulia Novitasari; Sintasari, Rantrika; Kesumawardani, Aryani Dwi; Supriyadi, Supriyadi
Journal of Biology Learning Vol 7 No 2 (2025): September 2025
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v7i2.7064

Abstract

Science process skills and conceptual mastery are two crucial aspects. Conceptual mastery involves understanding scientific concepts, while science process skills encompass the ability to conduct scientific work, apply concepts, predict and inquire, interpret and communicate, hypothesize, conclude, plan, and conduct experiments. The aim of this study is to determine the relationship between science process skills and conceptual mastery through practical methods. The research method employed is quantitative with a correlational design. The study population includes all 11th-grade MIPA students at SMA Negeri 1 Bumi Agung, Lampung, with cluster random sampling used to select Class XI MIPA 1 as the sample. Data collection involved observation sheets and tests. Data analysis was conducted using Pearson product-moment correlation coefficient. The correlation analysis began with testing prerequisites such as normality and linearity, confirming that the data were normally distributed and linear. The correlation between science process skills and conceptual mastery yielded an pearson correlation coefficient (r) of 0.940 with N = 32. The critical value (r-table) was 0.349. Since 0.940 > 0.349 and the significance value (2-tailed) was 0.00 < 0.05, H0 was rejected and H1 was accepted, indicating a very strong relationship between science process skills and conceptual mastery through practical methods. Theoretically, these findings affirm the importance of practice-based learning in strengthening conceptual understanding. Practically, the results recommend integrating structured laboratory activities to enhance students’ scientific inquiry skills and conceptual mastery.
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.

Page 9 of 9 | Total Record : 87

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