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INDONESIA
Jurnal Edukasi Biologi
Published by Universitas Negeri Yogyakarta
ISSN : 29865484     EISSN : 29864828     DOI : https://doi.org/10.21831
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Jurnal Edukasi Biologi merupakan jurnal yang dikelola dan diterbitkan oleh Program Studi Pendidikan Biologi, Departemen Pendidikan Biologi, FMIPA Universitas Negeri Yogyakarta. Jurnal ini menerbitakan artikel ilmiah hasil penelitian empiris dan hasil kajian analisis literatur di bidang pendidikan biologi. Prosedur penerbitan jurnal ini melalui peer-review dan menerapkan etika penerbitan ilmiah sebagaimana ditetapkan oleh COPE (Committee on Publication Ethics). Ruang lingkup jurnal ini meliputi penelitian dan kajian perihal: kurikulum pembelajaran biologi tingkat sekolah menengah (SMA, MA dan SMK), model dan metode pembelajaran biologi, teknologi termasuk bahan ajar dan media pembelajaran biologi, assesmen dan penilaian pembelajaran biologi, pendidikan dan pelatihan guru biologi, serta pengembangan teori dan pemikiran/kebijakan pembelajaran biologi.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 202 Documents
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Development of an inquiry-based biology student worksheet based on the identification of Solanaceae plant trichomes for high school students Febriani, Dinta Rizqi Aulia; Widyadinata, Nanda; Putri, Salwa Rachmanda; Anggrella, Dita Purwinda
Jurnal Edukasi Biologi Vol 12, No 1 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i1.27750

Abstract

This study aims to develop an inquiry-based biology student worksheet that integrates research findings on identifying trichome variations in Solanaceae plants as a contextual learning resource. The study uses a Research and Development approach with the ADDIE model limited to the Development stage. The development stage includes drafting a student worksheet based on micrograph data from trichome observations, expert validation, and product revision. The study objects include chili, tomato, and eggplant leaves, which were observed under a light microscope at 100× magnification to identify the types and shapes of trichomes. The results of the study indicate the presence of non-glandular trichome variations, namely simple hairs with hooked ends on chili, simple needle-like hairs on tomatoes, and stellate-shaped trichomes on eggplant. These findings are integrated into the student worksheet during the problem analysis activity. Validation was carried out by two experts, covering content feasibility, presentation, language, and graphics, using a 1-4 Likert scale. The validation results after revision showed an average value of 3.54, which falls within a very feasible category. A student worksheet based on research into trichome variation was deemed conceptually feasible as an inquiry-based teaching material for biology. This study was limited to a feasibility test using expert judgment; further research is needed to assess the practicality and effectiveness of the student worksheet through classroom implementation.
Preliminary evaluation of an e-module with problem-based learning for improving junior high school students’ understanding of the digestive system Putri, Nur Diana; Mellisa, Mellisa; Hidayati, Nurkhairo
Jurnal Edukasi Biologi Vol 12, No 1 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i1.27535

Abstract

This study aims to conduct a preliminary analysis of the need for developing Problem-Based Learning (PBL)-based e-modules on the digestive system for grade VIII junior high school students. The lack of interactive learning media and the dominance of conventional methods lead to a low understanding of students’ concepts in abstract materials. This type of research is descriptive, using both quantitative and qualitative approaches. The data collection instruments included a needs questionnaire distributed to 12 students of grade VIII.7 at SMPN 25 Pekanbaru and structured interviews with two science teachers. The results of the questionnaire analysis showed that the need for digital teaching materials was in the category of quite good (56.25%), but the indicators of the use of the PBL model (15.90%), the attractiveness of the display (13%), and the interactive features (10.10%) were in the very poor category. The results of the interviews revealed that students had difficulty visualizing the mechanisms of digestive organs and enzymes through printed books. The teacher emphasized the need for digital media that integrates contextual issues to stimulate critical thinking. The results of this study suggest that developing Problem-Based Learning (PBL)-based e-modules on materials related to the digestive system should be considered an alternative learning medium to improve learning quality and students’ understanding of concepts.
Analysis of students’ learning difficulties in the virus material for class X at SMAN 1 Klaten Virbiarsari, Ervika Thania; Subiantoro, Agung Wijaya
Jurnal Edukasi Biologi Vol 12, No 1 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i1.23475

Abstract

This study aims to: (1)  Determine students’ learning difficulties in class X virus material; (2) To find out the factors that cause students’ learning difficulties in the biology subject of virus material class X at SMAN 1 Klaten; (3) To find out what efforts can be made to overcome students’ learning difficulties in class X virus material at SMAN 1 Klaten. This research is a descriptive qualitative study. The research design focuses on the exploration and in-depth understanding of the factors that cause learning difficulties and the efforts to overcome them. This research was conducted at SMAN 1 Klaten, with research subjects comprising class X students and class X biology teachers. The research instruments used are interview and questionnaire guidelines, which have undergone validity and reliability testing to ensure the accuracy and consistency of the data. The interview data analysis technique used the Miles and Huberman model, and the questionnaire analysis technique used descriptive statistics. The results of this study show that students have difficulty learning viral material biology due to a lack of interest in the subject. To overcome these learning difficulties, students seek information online. The results of this study confirm the importance of developing more contextual, interactive, and technology-based learning strategies to increase students’ interest and engagement in learning about the virus.
Analysis of learning difficulties of students in regular and sports-specific classes (SSC) on cell material Arafah, Nailatul; Sudrajat, Ahmad Kamal
Jurnal Edukasi Biologi Vol 12, No 1 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i1.25235

Abstract

This study aims to identify and describe the forms and levels of students’ learning difficulties in cell material at SMA Negeri 2 Playen, analyze the causal factors, and determine the efforts students make to overcome them. This descriptive study uses a quantitative approach reinforced by qualitative data. The subjects of the study were 11th-grade biology students and 11th-grade biology teachers. Data were collected through questionnaires, interviews, and document analysis, using instruments that had been tested for content and construct validity and for Cronbach’s Alpha reliability. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the Miles Huberman model. The results showed that learning difficulties included understanding, remembering, focusing, differentiating, and drawing, with an SSC student’s internal factors difficulty level of 2.41 (high category). The causes differed between regular and SSC classes. Student efforts included searching for additional materials, re-understanding, summarizing, memorizing, asking others for help, and seeking tutoring. Teachers are advised to try other methods, such as the Team Game Tournament (TGT). This study provides teachers with insights to address student learning difficulties in both regular and sports classes.
The effect of the make a match model on critical thinking skills and student motivation in reproductive system material Aisyah, Nadin Rahma Nur; Kurniawati, Atik
Jurnal Edukasi Biologi Vol 12, No 1 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i1.21822

Abstract

The critical thinking skills and motivation to learn of grade XI students at State High School in Yogyakarta need improvement, as 21st-century biology learning requires students to develop these skills. Therefore, Critical Thinking Skills can be achieved by applying appropriate learning models. The purpose of this study is to determine the effect of applying the Make a Match learning model on the Critical Thinking Skills and learning motivation of high school grade XI students in the material on the human reproductive system. The research design was a quasi-experimental study using a Non-Equivalent Pretest Posttest Control Group Design. The research was conducted at a State High School in Yogyakarta, involving all grade XI science students. The research sample was determined through purposive sampling, with class XI Science 2 as the experimental class and class XI Science 5 as the control class. The data collection technique in this study uses observation, tests, and the distribution of questionnaires. The data analysis technique used a nonparametric statistical analysis. The results showed that the Make a Match learning model had an effect on critical thinking skills and students’ learning motivation in the experimental class, with a significance value of 0.001 (p 0.05). The results of this study can serve as an innovative alternative learning strategy in biology to improve critical thinking skills and students’ motivation to learn. The application of this model encourages active engagement, social interaction, and collaborative concept analysis processes.
Analysis of the relationship between environmental literacy and pro-environmental attitudes of prospective biology teacher students at UIN Raden Mas Said Surakarta Amining Rahmasiwi; Rahdatu Cahya Puranita; Salma Azzahro Rahayu
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.29436

Abstract

Every biology teacher should have a pro-environmental attitude to integrate sustainability values into their teaching, but in reality, students do not consistently demonstrate this attitude. The purpose of this study was to determine the levels of environmental literacy and pro-environmental attitudes, and the relationship between these two variables, among biology teacher students at UIN Raden Mas Said Surakarta, class of 2024. A quantitative approach with a correlational method was used to analyze the relationship between the two variables. This study involved 36 participants, biology teacher students at UIN Raden Mas Said Surakarta, class of 2024. Data were obtained via a questionnaire on environmental literacy and pro-environmental attitudes and analyzed using descriptive statistics and inferential correlation tests. The results showed that students’ levels of environmental literacy and pro-environmental attitudes were generally positive. The correlation test showed a very strong and significant positive relationship between environmental literacy and pro-environmental attitudes (r = 0.828; p 0.05). This finding indicates that the higher students’ environmental literacy, the more pro-environmental attitudes they showed. Thus, environmental literacy is an important factor in fostering pro-environmental attitudes among prospective biology teacher students, so its strengthening needs to be integrated continuously into the prospective teacher education process.
Exploring students’ conceptual understanding and cognitive processes in human anatomy learning in the Biology Education Program Universitas Negeri Medan Rahmad H. Gultom; Aristo Hardinata; Dina Handayani; Shofia Lubis; Nanda Pratiwi
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.28029

Abstract

Human anatomy learning in biology education often faces challenges, including difficulties with 3D spatial visualization, high cognitive load, and persistent misconceptions in topics such as the digestive, circulatory, and respiratory systems, which contribute to low conceptual understanding. Although previous studies have identified these learning difficulties, limited research has examined the relationship between students’ conceptual understanding and cognitive processes in anatomy learning, particularly in Biology Education programs in Indonesia. This preliminary study aims to analyze the conceptual understanding and cognitive processes of Biology Education students at Universitas Negeri Medan using an exploratory mixed-methods approach involving 60 students from semesters 4–6. Data were collected through a two-tier diagnostic test (reliability = 0.85), think-aloud protocols based on the revised Bloom’s Taxonomy, classroom observations, and semi-structured interviews, and analyzed using SPSS 26. The findings show that most students were in the moderate and low categories of conceptual understanding, with cognitive processes dominated by lower- to mid-level skills (remembering 22%, understanding 30%) and limited higher-order thinking skills (HOTS). Misconceptions were found, including viewing enzyme function only as a metabolic process. Observations and interviews also revealed students’ dependence on rote memorization and passive learning. These findings highlight the need for adaptive, AI-based, and visually interactive anatomy learning to foster deeper understanding and support curriculum innovation in biology education.
Meta-analysis of the development of booklets as learning materials in biology learning Rara Aulia Putri; Zulyusri Zulyusri
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.29454

Abstract

and systematically, supported by relevant illustrations, making it easier for students to understand concepts. Before being used in the learning process, booklets must undergo validation to ensure they meet eligibility standards. This study aims to examine the validity of booklet development in biology learning using a descriptive meta-analysis approach. Research data were obtained from scientific articles identified through Google Scholar, in accordance with the PRISMA 2020 guidelines. The initial search yielded 33 articles; the identification, screening, and selection processes were then carried out based on inclusion criteria, resulting in 10 articles that met the requirements for analysis. The analysis focused on four validity components, namely content, language, presentation, and graphics. The synthesis results showed that the booklet's average validity was 88.97%, placing it in the very valid category. Among the four aspects analyzed, the presentation aspect obtained the highest average of 90.11%, followed by the content aspect at 89.48%, the graphic aspect at 88.85%, and the linguistic aspect at 87.43%. These findings indicate that the booklet is highly suitable for use as teaching materials in biology instruction. In addition to providing an overview of the quality of the booklet's validity, the results of this study can also be used as a reference for educators and teaching material developers in designing booklets that meet the suitability standards, as well as serve as a basis for further research focused on developing higher-quality biology teaching materials.
Scaffolded stem-based project-based learning through sustainable fermentation product design to enhance creative thinking skills and environmental literacy Dita Purwinda Anggrella; Amining Rahmasiwi; Triana Atika Zulfa
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.30226

Abstract

Creative thinking and environmental literacy are critical competencies for prospective biology teachers in addressing the demands of 21st-century education and the growing challenges of environmental sustainability. However, opportunities to develop these competencies through authentic learning experiences remain limited, particularly because learning and laboratory activities are still predominantly oriented toward a cookbook approach. This study investigated improvements in students’ creative thinking skills and environmental literacy through the implementation of Scaffolded Project-Based Learning (PjBL) integrated with STEM through sustainable fermentation product design. A mixed-methods approach was employed. Quantitative data were collected through pretests and posttests involving 19 students and analyzed using descriptive statistics, paired-samples t-tests, N-Gain, and effect size. Qualitative data were obtained through worksheet analysis, interviews, observations, and documentation of project activities. The results showed that creative thinking skills increased from a mean score of 2.391 to 3.023, with an N-Gain of 0.393 (moderate category), indicating a statistically significant difference between pretest and posttest scores (t = -11.125, p 0.001) and a very large effect size (Cohen’s d = -2.552). Environmental literacy increased from 2.540 to 2.961, with an N-Gain of 0.288 (low category). At the same time, the difference between pretest and posttest scores was statistically significant (t = −5.333, p 0.001), with a large effect size (Cohen’s d = 1.224). Qualitative findings further indicated that students engaged in idea generation and decision-making, evidence-based problem solving, the use of locally available materials, and consideration of sustainability and waste reduction. The scaffolding progressively supported students in moving from reliance on instructional guidance toward greater autonomy in problem solving. Overall, STEM-integrated Scaffolded PjBL through sustainable fermentation product design shows promise as an authentic learning approach for fostering creative thinking and supporting environmental literacy among prospective biology teachers.
The effect of stad learning with make a match on collaboration skills and understanding of immune system concepts Abetia Nadila Azhari; Mualimin Mualimin
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.29673

Abstract

The collaboration skills and conceptual understanding of 11th-grade students at MAN 2 Yogyakarta are still relatively low, even though these are 21st-century skills that every student should possess. This study aims to determine the effect of the Student Teams Achievement Division (STAD) cooperative learning model combined with the Make a Match method on students' collaboration skills and conceptual understanding of the human body defense system material in grade XI at MAN 2 Yogyakarta. This study used a quantitative, quasi-experimental approach with a nonequivalent control group design and was conducted during the even semester of the 2025/2026 academic year. Using purposive sampling, 70 grade XI students were selected, comprising class XI C as the experimental group and class XI E as the control group, each with 35 students. Data were collected through observation, questionnaires, and tests, then analyzed descriptively and inferentially using the Shapiro-Wilk normality test, Levene's homogeneity test, the Mann-Whitney test, and the effect size test. Results showed that the STAD model with the Make a Match method had no significant effect on students' collaboration skills (Sig. 0.05) but had a significant effect on conceptual understanding (Sig. 0.05), with a small effect size of 8.10%. The model is thus effective in improving conceptual understanding, though not yet effective in improving collaboration skills. This research can serve as a reference for teachers implementing innovative learning in the classroom.

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