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Destri Ratna Ma'rifah
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Biology Education Department Faculty of Teacher and Training Education Universitas Ahmad Dahlan Jl. Ahmad Yani, Ringroad Selatan, Tamanan, Banguntapan, Bantul, Daerah Istimewa Yogyakarta
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Journal on Biology and Instruction (JouBIns)
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 27980863     DOI : https://10.26555/joubins
Core Subject : Science, Education, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Immunology & microbiology
This journal presents articles on research results or studies related to the fields of biology education and biology science. The article in this journal contains a discussion on the use of biology as a means of education and living things as biological objects. The scope contained in this journal includes: development of biology teaching materials, development of learning technology in biology learning, exploration of the potential of nature as a source of learning biology, germplasm wealth, environmental biology, biotechnology.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 5 No. 1 (2025)" : 5 Documents clear
Quantum teaching based on augmented reality to elevate critical thinking and metacognition of senior high school students in Indonesia Siswati, Bea Hana; Pitaloka , Firda Ayu; Wahono, Bevo
Journal on Biology and Instruction Vol. 5 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/joubins.v5i1.12945

Abstract

This study investigates the effect of the Augmented Reality (AR)-based Quantum Teaching model on high school students’ critical thinking and metacognitive skills in biology. The need for innovative learning models is urgent to enhance students’ higher-order thinking abilities, which are crucial for meeting the demands of 21st-century learning. This research employed a quasi-experimental pre-test post-test control group design involving grade XI biology students at Pakusari State High School during the 2023/2024 academic year. Random sampling assigned class XI 5 as the experimental group and XI 4 as the control group. Data collection methods included observations, interviews, essay tests, and documentation. Data analysis using ANCOVA via SPSS version 26 revealed significant improvements in both critical thinking and metacognitive skills in the experimental group compared to the control group. These findings demonstrate that the AR-based Quantum Teaching model effectively enhances students’ cognitive and selfregulatory skills in biology learning. The study concludes that integrating AR technology within innovative teaching models can foster critical competencies essential for students’ academic success and lifelong learning. The implications of this research suggest that schools and educators should consider adopting AR-supported pedagogies to enrich the learning experience and promote deeper understanding. Educational stakeholders are encouraged to invest in teacher training and digital infrastructure to support the successful implementation of such models. Furthermore, this study provides a foundation for developing curriculum innovations that combine interactive technology and student-centered approaches, aiming to prepare learners with the critical and metacognitive skills necessary for future academic and professional challenges.  
Students’ theses as tool for prospecting major courses in biology study program Janra, Muhammad; Herwina, Henny
Journal on Biology and Instruction Vol. 5 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/joubins.v5i1.12955

Abstract

Students in the Department of Biology at Andalas University are required to write a thesis based on one of ten core subjects: animal systematics, plant systematics, animal ecology, plant ecology, microbiology, genetics, animal physiology, plant physiology, animal structure and development, and plant structure and development. This study analyzed the dynamics of student interest in these subjects as thesis topics from 2000 to 2019. A total of 1,201 thesis titles were analyzed descriptively based on the average and frequency per year, and visualized in tables and graphs. The results showed that microbiology was the most popular (14.7 theses/year), followed by plant physiology (9.8) and animal systematics (9.4). The two least popular fields were animal and plant structure and development (fewer than two theses/year). Unstructured interviews with final-year students revealed that the availability of supervisors, research funding, and laboratory access were the primary factors influencing topic selection. Theses with a single topic were more numerous than those with mixed topics. Integrating two or more courses into one thesis can be a solution to increase interest in less popular courses. If this approach is not effective, it may be worth considering removing the course from the elective list for the final project. The implications of these findings suggest that enhancing interdisciplinary research opportunities might also encourage broader topic selection. Continuous evaluation of the curriculum is necessary to ensure that elective subjects remain relevant and aligned with students’ interests and departmental capabilities, potentially leading to curriculum refinement or restructuring.
Optimizing the growth of caisim (Brassica juncea l.) using rabbit feces fertilizer as an eco-friendly organic alternative Anugrah, Devi; Astriani, Dyah; Nurusman, Lutfah S
Journal on Biology and Instruction Vol. 5 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/joubins.v5i1.13167

Abstract

Caisim (Brassica juncea L.) is a widely consumed leafy vegetable that requires adequate nutrients for optimal growth. This study aimed to investigate the effect of rabbit manure on the growth of caisim plants, specifically focusing on fresh weight, dry weight, and root length. The experiment was conducted using a Completely Randomized Design (CRD) with five treatments and five replications. Treatments consisted of different soil-to-rabbit manure ratios: P0 (control, no manure), P1 (1:1), P2 (2:1), P3 (3:1), and P4 (4:1). The results showed that the application of rabbit manure significantly affected all three observed growth parameters. The best results were obtained in the P2 treatment (2:1 ratio), which yielded an average fresh weight of 21.902 g, a dry weight of 1.17 g, and a root length of 5.58 cm. These findings suggest that rabbit manure supplies essential nutrients, including nitrogen, phosphorus, and potassium, which contribute to enhanced root development and overall plant growth. The 2:1 ratio was found to offer the most effective nutrient balance for caisim cultivation. The implication of this study is that rabbit manure can serve as an environmentally friendly and effective organic fertilizer alternative to chemical fertilizers, supporting sustainable agricultural practices and offering a practical solution for enhancing the productivity of horticultural crops.
Daily Activities of Eclectus parrot (Eclectus roratus) at Ragunan Wildlife Park Istiana, Rita; Saputri, Dina Dyah; Shity Muzdhalifah
Journal on Biology and Instruction Vol. 5 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/joubins.v5i1.8658

Abstract

This study examines the impact of the Augmented Reality (AR)-based Quantum Teaching model on high school students’ critical thinking and metacognitive skills in biology. As 21st-century education increasingly demands higher-order thinking, there is a growing need for innovative teaching approaches that foster these skills. The aim of this research was to determine whether combining AR technology with the Quantum Teaching model could enhance students’ cognitive and self-regulatory abilities. The study used a quasi-experimental pre-test post-test control group design, involving grade XI biology students at Pakusari State High School during the 2023/2024 academic year. Class XI-5 was randomly assigned as the experimental group and XI-4 as the control group. Data collection methods included observations, interviews, essay tests, and documentation, while data analysis was conducted using ANCOVA in SPSS version 26. The results showed that the experimental group experienced significantly greater improvements in both critical thinking and metacognitive skills compared to the control group. These findings suggest that the AR-based Quantum Teaching model effectively supports the development of essential academic competencies. The study concludes that integrating AR into student-centered teaching models not only enhances engagement but also promotes deeper learning. As a result, educators are encouraged to adopt AR-supported pedagogies, and schools should invest in digital infrastructure and teacher training to ensure successful implementation. The implications also extend to curriculum development, highlighting the potential of combining interactive technology with innovative instructional strategies to better prepare students for academic success and future challenges.
Implementation of the problem-based learning model assisted by web-based practical media simulation on students’ metacognitive abilities and activeness Karlina; Puspitasari, Etika Dyah; Fika Enggar Prayogo
Journal on Biology and Instruction Vol. 5 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/joubins.v5i1.14689

Abstract

Metacognition plays a crucial role in regulating and controlling students' cognitive processes in learning, thinking, and problem-solving. Teachers have not yet assessed students' metacognitive abilities. In biology learning at SMAN 1 Ngemplak, teachers focus more on theory, resulting in suboptimal student engagement. One factor is the less engaging learning activities, resulting in students being more interested in using their mobile phones than in the teacher. This study aimed to determine the effect of the PBL model supported by web-based simulation media on students' metacognition in the digestive system and student engagement. This study employed a quasi-experimental design with a pretest-posttest approach. The population consisted of 65 students from class XI MIPA at SMAN 1 Ngemplak (two classes), and the sample used was saturated. Data collection was conducted through observation and tests, utilizing research instruments that included student engagement observation sheets and test question sheets. The data analysis techniques used were descriptive and inferential. The hypothesis test used was the Mann-Whitney U test. The results of this study showed a significant value of p < 0.05, indicating that there is no influence of the PBL model assisted by web-based practical media simulation on students' metacognitive abilities. The findings imply that while PBL combined with web-based simulation enhances student engagement, it does not significantly improve metacognition. Therefore, educators should complement this approach with explicit metacognitive training to develop students’ cognitive regulation skills. Integrating interactive media with strategies targeting metacognition can create more balanced and effective biology learning experiences.

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