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Bioeduca : Journal of Biology Education
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 27148009     EISSN : 27157490     DOI : 10.21580/bioeduca.xxxx.xxxx
Core Subject : Education,
Education
Bioeduca: Journal of Biology Education is an open access journal published by Department of Biology Education Faculty of Science and Technology, UIN Walisongo Semarang. Bioeduca aims to accommodate all the writings of research, development, and application of biological education. Researchers and educational practitioners are welcome to disseminate their writings through this journal. This journal is published twice a year. Scope of writings published in this journal include: Research, Development, and Application of Biological Learning and Teaching Technology Application on Biological Education Research and Development of Biological Learning Based on Local Wisdom Study and research based on integrated science and islam of biological education Laboratory management in science
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 168 Documents
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Development STEM E-Booklet Curug Winong Fern Plants as a Student Learning Resource Febriyanto, Febriyanto; Anggraito, Yustinus Ulung
Bioeduca : Journal of Biology Education Vol. 5 No. 2 (2023): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v5i2.17020

Abstract

This study aims to determine the types of ferns in the Curug Winong and the results of the E-booklet product feasibility test from the research results. This research uses the Research and Development method with a size trap of 4 x 4 m. The results of the identification of ferns recorded 39 species of ferns which are divided into 17 families, 6 ordo, and 3 classes. The dominant percentage can be seen from the highest INP calculation, namely P. Biaurita and S. Ornate, while the exposed INP values are A. Evecta and G. Verrucosum. The index of plant diversity in Curug Winong is of moderate criteria. The results of the validation of material experts (77.78%), media (96.13%), teacher responses (91.67%), overlap test (83.66%), and student responses (83.90%). These results indicate that the E-booklet that was developed is suitable to be used as a learning resource.
Development of Biology E-Module Based on POGIL in Virus and Bacteria Material to Train HOTS X Graders of Senior High School Ningsih, Ani Widia; Hidayatullah, Ahmad Fauzan; Rofi’ah, Ndzani Latifatur
Bioeduca : Journal of Biology Education Vol. 5 No. 2 (2023): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v5i2.17258

Abstract

Higher-Order Thinking Skill (HOTS) is a skill that every individual needs to be able to solve problems quickly, critically, and logically. The condition of HOTS in Indonesia is still low. This study aims to create and assess the feasibility of E-module biology based on POGIL on viral and bacterial materials. This study uses the 4D development model (Define, Design, Develop, and Disseminate but is limited to the Development stage. The product trial sample on 42 science students of grade X was taken randomly. The validation results from media experts, POGIL experts, material experts, HOTS experts, and biology teachers, namely, 83.3%, 85%, 82.5%, 86.2%, and 88.6%. The overall results from the expert validation are of very decent quality. The student's responses regarding the E-module based on POGIL on the virus and bacteria material obtained a mark of 85.3%, which included the very decent category. E-module is a feasible type to be applied as a learning resource for X senior high school grades.
Increasing Students' Creative Thinking Through Differentiated Learning with an CRT-Integrated PjBL Model Aisah, Dian Nur; Munandar, Kukuh; Wadiono, Gandu; Jannah, Salsta Ridlotul
Bioeduca : Journal of Biology Education Vol. 5 No. 2 (2023): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v5i2.17299

Abstract

Students’ creative thinking skills need to be continuously improved. However, the creative thinking of students at SMAN Arjasa (Arjasa Senior High School) based on the observation results is still low. This research aimed to improve students' creative thinking skills through the application of differentiated learning models of Project-Based Learning (PjBL), integrated with Culturally Responsive Teaching (CRTs). This research employed classroom action research, consisting of 2 cycles including planning, acting, observing, and reflecting. The data were analyzed using a Paired Sample t-Test to determine the differences in each cycle, and an n-gain analysis was used to determine the increase in students' creative thinking skills. The results showed that the application of differentiated learning with the PjBL integrated with CRT was able to improve students' creative thinking skills in the biology subject. Learning according to students' characteristics and cultural integration provides a more meaningful learning experience for students.
Integrated Paired Literacy Model Problem-Based Learning to Improve Biology Learning Outcomes Faradila, Anisa; Prafitasari, Aulya Nanda; Farida, Amaliyah
Bioeduca : Journal of Biology Education Vol. 5 No. 2 (2023): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v5i2.17310

Abstract

The application of PBL learning can improve students' literacy skills because the learning activities require students to actively engage in literacy to find solutions to a given problem. Literacy skills are very important for students to have in learning biology; through these skills, students can improve their learning outcomes. Health literacy skills to support student learning outcomes are supported by the application of paired literacy techniques. Through the Classroom Action Research (CAR) method with a cyclical research model over 5 weeks, it is expected to be able to improve the learning outcomes of class XI Science. Data collection was carried out by testing techniques with quantitative data types. Therefore, it can be concluded that paired literacy activities in the PBL model can improve biology learning outcomes in the reproductive system material of class XI Science  students with a classical completion percentage of 61.11%.
Unveiling the Impact of Problem-Based Learning on Students’ Science Process Skills and Cognitive Outcomes Muttaqin Kurniawan; Lestariani, Nurlita; Lutvia Krismayanti
Bioeduca : Journal of Biology Education Vol. 7 No. 1 (2025): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v7i1.23225

Abstract

Problem-based learning (PBL) is an approach based on real-world problems that trains students to think scientifically, conduct investigations, and construct knowledge logically based on evidence. Through empirical experiences and complex problem-solving, students can improve their SPS and learning outcomes. This study aims: 1) to determine the effect of a PBL model on SPS and cognitive learning outcomes; 2) to determine the relationship between SPS and cognitive learning outcomes among students at MAN 1 West Lombok. This research method is a quantitative type of quasi-experimental research with a non-equivalent posttest control group design. The sample was 50 students in class X. The research instrument used observation sheets and tests. The data were analyzed using Manova and simple linear regression. Research has shown that PBL has a positive and significant effect on students’ SPS and cognitive learning outcomes. Furthermore, SPS play a mediating role between PBL and cognitive learning outcomes. PBL enhances students’ SPS, which in turn positively influence their learning outcomes
The Effect of Problem Based Learning (PBL) with Scaffolding on High School Students' Creative Thinking Skills Hasanah, Rahmah Nurul Aina; Hamdiyati, Yanti; Mimin Nurjhani K.
Bioeduca : Journal of Biology Education Vol. 7 No. 1 (2025): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v7i1.23226

Abstract

This study was conducted to determine whether there is a difference in students' creative thinking skills before and after problem-based learning with scaffolding . The instruments used in this study were a creative thinking skills test instrument and a non-test instrument consisting of an observation sheet and a student response questionnaire. The results of statistical tests showed a significant difference in creative thinking skills after problem-based learning with scaffolding . This is also indicated by the increase in test results in the moderate category in the control class by 53% and in the experimental class by 72% in the same category, resulting in a gain value of 0.33 (moderate). In addition, there was a positive response to problem-based learning with scaffolding  as seen in the average percentage of agreement in student responses, namely 84%, which is included in the very good category
Assessement of ICT Literacy Level among Senior Schools Biology Teachers in Kwara State, Nigeria LUWOYE, AKINDEYI; Afolabi, Ojo Kayode; Adesanya, Emmanuel A
Bioeduca : Journal of Biology Education Vol. 7 No. 1 (2025): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v7i1.23404

Abstract

Information and communication technology (ICT) has become an important tool in all aspects of life ranging from medicine to security and education. It is an indispensable part of education system and has brought about quality education. This study, therefore, assessed ICT literacy level of senior school biology teachers' in Kwara State, Nigeria. The study investigated the influence of age, teaching experience and gender on ICT literacy level among senior school biology teachers in Kwara State. The study was a survey research type. The sample comprised of two hundred and fifty-nine (259) biology teachers from one hundred and nineteen (119) public & private senior secondary schools in Kwara State. Purposive sampling technique was adopted. The instrument entitled" Biology Teachers' ICT Literacy Level Questionnaire" (BTICTLLQ) was validated by three experts in science education and educational technology and its reliability index was 0.72 using Cronbach's Alpha. Data were analyzed using frequency, percentages, cross tabulation tables and Chi-square at 0.05 level of significance. The findings of the study revealed that: ICT literacy level among teachers is gender sensitive; the age of teachers' influence their ICT literacy level; and there was significant difference in ICT literacy level of teachers on the bases experience. The study concluded that when biology teachers are ICT literate, the use of ICT resources could enhance teaching and learning of biology. The study recommended that intervention inform of seminars and workshops should be organized on regular basis to improve ICT literacy level and utilization of ICT tools by senior school biology teachers.
Implementation of the Flipped Classroom Model to Improve Cognitive Learning Outcomes in Biology Learning Dian Arisandy Eka Putra Sembiring; Yusuf, Muhammad; Ali Sadikin; Salsabilla, Opella Futri; Rani, Yunita Cahya; Hidayati, Syaidah; Anistia, Cahaya
Bioeduca : Journal of Biology Education Vol. 7 No. 1 (2025): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v7i1.23964

Abstract

21st-century education emphasizes student-centered learning to develop critical thinking, communication, and collaboration skills. However, biology classrooms still largely rely on conventional methods that place the teacher as the primary source of information. This pattern leads to passive and unmotivated students, resulting in low conceptual mastery. To address this situation, learning innovations are needed that can increase student participation and independence in learning. One relevant alternative is the Flipped Classroom model, in which students first study the material through digital media before face-to-face classroom activities take place. This study aims to improve students' understanding and cognitive learning outcomes through the application of the Flipped Classroom model to the topic of environmental change. This study used a classroom action research (CAR) method implemented in two cycles involving 20 fifth-semester students. Data analysis was conducted using the Kolmogorov–Smirnov normality test to ensure data distribution, Levene's homogeneity test to test for equality of variance, and a paired sample t-test with a significance level of 0.05 to determine differences in learning outcomes between cycles. The results of the study showed a significant increase in learning outcomes, with the average value of cycle I (M = 305.91) increasing to (M = 459.55) in cycle II. A paired t-test showed a significant difference between the two cycles (t(10) = -9.34, p < 0.001). Thus, the application of the Flipped Classroom model was proven effective in increasing student engagement, understanding, and cognitive learning outcomes in biology learning.
Development of Attitude Assessment Instruments in Environmental Pollution Practicum Activities Nadiah Danisha Putri; Sarah Talia; Rizhal Hendi Ristanto; Dini Safitri; Fitria Pusparini
Bioeduca : Journal of Biology Education Vol. 7 No. 1 (2025): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v7i1.25066

Abstract

Assessment in practical activities only focuses on cognitive and psychomotor aspects, while attitude assessment tends to be neglected. This condition indicates the need to develop a valid and reliable attitude assessment instrument to support a more comprehensive assessment. This study aims to develop an attitude assessment instrument based on validated and reliable observation techniques in the context of environmental pollution practical activities. This study uses a type of development research (Research and Development) with a development design that refers to the ADDIE model. The subjects of this study include: (1) Three expert validators who are lecturers of Biology Education, and (2) 36 students of class X.A SMAN 89 Jakarta. Data analysis was carried out through logical validation by experts and empirical validity and reliability tests using Product Moment correlation analysis and Cronbach's Alpha reliability formula. The results of the logical validation carried out by three experts showed that the attitude assessments assessed were all valid, with an average of 78.36%. At the implementation stage, empirical validity and reliability tests were conducted on 36 students and obtained eight valid attitude aspects with calculated r results > r table. Then all valid attitude aspects were tested for reliability and the result was 0.422, so that the instrument developed was included in the fairly reliable category.
An Analysis of Procedural and Conceptual Knowledge in Genetic Engineering Topic among STEM Students: Basis for Instructional Material Development Anwar I. Kolong; Melbert C. Sepe
Bioeduca : Journal of Biology Education Vol. 7 No. 1 (2025): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v7i1.25630

Abstract

The objective of this study is to examine the levels of procedural and conceptual knowledge in genetic engineering topics among STEM students to provide baseline in developing effective instructional materials. Topics such as introduction to Genetic engineering, Gene Cloning, and DNA extraction were utilized to determine levels of students’types of knowledge, procedural and Conceptual. A descriptive quantitative research approach using 12-item test is used to analyze and assess both procedural and conceptual knowledge using a 5-point Likert scale was used to measure students’ understanding. A total of 12 STEM students from Concepcion National High School took part in the study during the 2023-2024 academic year. The findings of the study revealed that students demonstrated higher levels of proficiency in procedural knowledge compared to conceptual knowledge across the three topics: genetic engineering, gene cloning, and DNA extraction. There appears to be a range of understanding levels when it comes to procedural knowledge, as indicated by the higher variability. On the other hand, the lower variability in DNA extraction suggests a more consistent level of comprehension. The study's small sample size limited the use of inferential statistical methods, highlighting the importance of finding more effective teaching methods to improve students' comprehension of genetic engineering concepts. Qualitative data uncovered notable obstacles, including a dearth of interactive experiences and materials, underscoring the importance of active involvement and sufficient resources. Suggestions involve improving laboratory sessions, ensuring the availability of required materials, and implementing interactive teaching techniques to enhance students' understanding of genetic engineering. This study highlights the significance of well-rounded educational interventions to enhance both theoretical and practical knowledge in genetic engineering.

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