cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Saifullah Hidayat
Contact Email
hidayatsaifullah@walisongo.ac.id
Phone
+6281223591990
Journal Mail Official
bioeduca@walisongo.ac.id
Editorial Address
Program Studi Pendidikan Biologi, Fakultas Sains dan Teknologi Universitas Islam Negeri Walisongo Semarang Jl. Prof. Dr. Hamka Km. 02 Semarang, Indonesia
Location
Kota semarang,
Jawa tengah
INDONESIA
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 175 Documents
 14   15   16   17   18 
Enhancing Science Process Skills and Learning Outcomes: The Impact of ChatGPT-Assisted Inquiry Learning on Environmental Change Education Anis Sri Rahayu; Diana Hernawati; Dita Agustian
Bioeduca : Journal of Biology Education Vol. 8 No. 1 (2026): 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.v8i1.29538

Abstract

This study examined the effect of Artificial Intelligence (AI)-assisted inquiry learning on students’ science process skills and cognitive learning outcomes in environmental change material for grade X students at SMAN 1 Singaparna. The research used a quasi-experimental method with a matching-only posttest control group design. The population consisted of 12 grade X classes, and the sample was selected using purposive sampling. Research instruments included a science process skills test with 12 essay questions and a cognitive learning outcomes test with 30 validated multiple-choice questions. Data were analyzed using an independent sample t-test with SPSS. The results showed a significance value of 0.000 for both science process skills and learning outcomes, indicating that AI-assisted inquiry learning has a significant effect on students’ abilities. These findings demonstrate that ChatGPT-assisted inquiry learning positively influences science process skills and cognitive learning outcomes, making it a promising strategy for teaching environmental change topics.
The Effectiveness of Local Wisdom-Based Project-Based Learning in Environmental Learning: A Systematic Review of PRISMA Annisa Fitri Aulia; Achmad Ali Fikri
Bioeduca : Journal of Biology Education Vol. 8 No. 1 (2026): 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.v8i1.30203

Abstract

Environmental learning requires a contextual approach so that students are able to understand environmental problems in a real and meaningful way. Project Based Learning (PjBL) based on local wisdom is considered relevant because it integrates learning projects with local cultural and environmental potential. This study aims to analyze the application of PjBL based on local wisdom in environmental learning and its impact on learning outcomes and students' environmental awareness. The research method used is a Systematic Literature Review (SLR) by searching national and international journal articles published in the last ten years through Google Scholar. The results of the study indicate that PjBL based on local wisdom can improve students' critical thinking skills, creativity, problem solving, and environmental awareness. The conclusion of this study confirms that PjBL based on local wisdom is effectively applied in environmental learning and has the potential to support sustainable education.
The TALUBA Learning Model for Fostering Talu Ba (Baiman, Bauntung, Batuah) Character in Biology Learning Ita Ita; Helpina Helpina
Bioeduca : Journal of Biology Education Vol. 8 No. 1 (2026): 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.v8i1.30421

Abstract

Character development remains a challenge in higher education science learning, which often emphasizes cognitive outcomes while neglecting affective aspects rooted in local wisdom. In biology education, learning models that systematically integrate authentic character values are still limited. This study examines the implementation of the TALUBA Learning Model, designed to develop Talu Ba (Baiman, Bauntung, Batuah) character in biology learning. Using a quantitative descriptive design, the study involved 28 students in a General Biology course in the Biology Education Department. Model implementation was observed through structured observation sheets across three meetings, while students’ Talu Ba character was measured using a validated self-assessment questionnaire. Results show that the TALUBA model was implemented very well by lecturers (M = 4.86) and students (M = 4.44) across its six learning steps. Students’ Talu Ba character also reached a very good category (M = 4.63). These findings indicate that the TALUBA model is highly practical and supports character development based on local wisdom in higher education biology learning.
An Analysis of Action Competence Among Biology Education Students in the Context of Education for Sustainable Development Sri Reski Ningsih; Dharma Ferry
Bioeduca : Journal of Biology Education Vol. 8 No. 1 (2026): 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.v8i1.30752

Abstract

Within the framework of developing Action Competence (AC) in Education for Sustainable Development (ESD), semester level is an important variable as it reflects students’ learning experiences, engagement, and academic maturity, as well as its contribution to conceptual understanding, willingness to act, and self-efficacy among prospective biology teachers. This study used a quantitative descriptive approach with a cross-sectional survey design involving 81 biology education students who were enrolled in or had completed the Environmental Knowledge course. Data were collected using the Likert-scale Action Competence in Sustainable Development (ACiSD) instrument and analyzed through normality testing, descriptive statistics, and one-way ANOVA using JASP. Results showed that students’ action competence toward ESD was in the high category (M = 74.87; SD = 9.42). All four indicators—conceptual understanding, willingness to act, self-efficacy, and outcome expectancy—also showed high scores across semesters. Although scores increased up to the sixth semester, ANOVA revealed no significant differences (p > 0.05), indicating that action competence development is more influenced by learning experiences than by semester level.
A HOTS-Oriented Module: A Valid Biology Teaching Material Innovation for Grade 10 in 21st-Century Learning Armin Arif; Yusminah Hala; Adnan
Bioeduca : Journal of Biology Education Vol. 8 No. 1 (2026): 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.v8i1.30854

Abstract

A Higher Order Thinking Skills (HOTS)-oriented module is a teaching material designed to develop higher-order thinking skills beyond the mastery of factual knowledge. This study employed a Research and Development approach aimed at developing a valid HOTS-oriented biology module for Grade 10 senior high school students in the even semester. The development process followed the ADDIE model, consisting of Analyze, Design, Development, Implementation, and Evaluation stages. Module validity was evaluated using expert validation sheets covering content feasibility, presentation, graphical components, and language aspects. Data were analyzed using mean scores based on predetermined validity criteria. The results showed high validity scores, with mean values of 4.64 for content, 4.57 for presentation, 4.46 for graphics, and 4.25 for language. The overall validity score was 4.48, categorized as valid. Therefore, the HOTS-oriented biology module is recommended for use in educational settings as an alternative teaching material to support learning that fosters students’ higher-order thinking skills.

Page 18 of 18 | Total Record : 175

 14   15   16   17   18 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2026): Bioeduca : Journal of Biology Education Vol. 7 No. 2 (2025): Bioeduca : Journal of Biology Education Vol. 7 No. 1 (2025): Bioeduca : Journal of Biology Education Vol. 6 No. 2 (2024): Bioeduca : Journal of Biology Education Vol. 6 No. 1 (2024): Bioeduca : Journal of Biology Education Vol 6, No 1 (2024): Bioeduca : Journal of Biology Education Vol 5, No 2 (2023): Bioeduca : Journal of Biology Education Vol. 5 No. 2 (2023): Bioeduca : Journal of Biology Education Vol. 5 No. 1 (2023): Bioeduca : Journal of Biology Education Vol 5, No 1 (2023): Bioeduca : Journal of Biology Education Vol. 4 No. 2 (2022): Bioeduca : Journal of Biology Education Vol 4, No 2 (2022): Bioeduca : Journal of Biology Education Vol 4, No 1 (2022): Bioeduca : Journal of Biology Education Vol. 4 No. 1 (2022): Bioeduca : Journal of Biology Education Vol. 3 No. 2 (2021): Bioeduca : Journal of Biology Education Vol 3, No 2 (2021): Bioeduca : Journal of Biology Education Vol 3, No 1 (2021): Bioeduca : Journal of Biology Education Vol. 3 No. 1 (2021): Bioeduca : Journal of Biology Education Vol 2, No 2 (2020): Bioeduca : Journal of Biology Education Vol. 2 No. 2 (2020): Bioeduca : Journal of Biology Education Vol 2, No 1 (2020): Bioeduca : Journal of Biology Education Vol. 2 No. 1 (2020): Bioeduca : Journal of Biology Education Vol 1, No 1 (2019): Bioeduca : Journal of Biology Education Vol. 1 No. 1 (2019): Bioeduca : Journal of Biology Education More Issue