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Shefa Dwijayanti Ramadani
Contact Email
shefa@untidar.ac.id
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+6287759809952
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ijobe@untidar.ac.id
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Jl. Kapten Suparman 39 Potrobangsan, North Magelang, Central Java, Indonesia
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Kota magelang,
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INDONESIA
Indonesian Journal of Biology Education
Published by Universitas Tidar
ISSN : 26549190     EISSN : 26545950     DOI : https://doi.org/10.31002/ijobe
Core Subject : Science, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Immunology & microbiology
Indonesian Journal of Biology Education aims to publish quality scientific articles in the field of Biology and Biology Education. Published articles are expected to be a source of information and references for research in related fields. The scope of the published article covers the following fields: Biology Learning Science (in Biology Topics) Learning Learning Resources/Teaching Materials/Biology Learning Media Biology Curriculum School Management/Biology Laboratory Management Biology Teacher Profession Biology Learning Evaluation Botany Zoology Ecology Genetics Microbiology Environmental Science Etnobiology/Science
Arjuna Subject : Umum - Umum
Articles 5 Documents
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Search results for , issue "Vol. 8 No. 2 (2025): INDONESIAN JOURNAL OF BIOLOGY EDUCATION" : 5 Documents clear
Analyzing the Influence of Problem-Based Learning on Collaborative Skills: Evidence of a Large Effect Size Arifin, Moh. Samsul; Antika, Linda Tri
Indonesian Journal of Biology Education Vol. 8 No. 2 (2025): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v8i2.2863

Abstract

Collaboration skills are essential competencies emphasized in the Merdeka Curriculum as part of the gotong royong dimension in the Pancasila Student Profile. However, observations at an Islamic boarding school-based senior high school in Madura indicated that students' collaboration skills were still low due to the dominance of teacher-centered learning. This study aimed to examine the effect of the Problem-Based Learning (PBL) model on the collaboration skills of tenth-grade students in biology learning. A quantitative approach was used with a quasi-experimental design involving a non-equivalent control group. The participants consisted of 62 students, divided into an experimental group (n = 32) that received PBL treatment and a control group (n = 30) that received direct instruction. Data on collaboration skills were collected using an observation sheet adapted from Hermawan, Widodo, and Saputra (2017), covering aspects such as contribution, time management, problem-solving, teamwork, and inquiry. The results of the Mann–Whitney U test showed a significant difference between the groups (U = 26.500, Z = –6.456, p < .001), with the experimental group achieving a higher median score (15.00) than the control group (10.00). The effect size was 1.60, indicating a significant effect. These findings demonstrate that PBL is effective in enhancing students' collaboration skills through active learning processes, and it is recommended for broader implementation in Islamic boarding school-based schools to support 21st-century education goals.
Development of E-Module Based on Experiential Learning to Empower Student’s Environmental Literacy Abilities in Biology Lessons Kusuma, Latifatul Nararia; Sholihah, Mar'atus; Malahayati, Eva Nurul
Indonesian Journal of Biology Education Vol. 8 No. 2 (2025): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v8i2.2916

Abstract

The growth of the human population increases production and consumption, leading to higher waste volumes. Environmental literacy is essential to broaden knowledge, foster responsibility, and enhance students’ ability to solve environmental problems. This study aims to assess the feasibility and practicality of an experiential learning-based e-module to strengthen environmental literacy skills in grade X high school biology. Using the Thiagarajan 4D R&D model (define, design, develop, disseminate), the module was tested on 33 grade XI-2 students of SMAN 1 Kademangan. Data were collected through validation and teacher and student response questionnaires. The results showed that the e-module met the criteria of validity, reliability, completeness of material, accuracy of facts and data, and effectively encouraged environmental literacy improvement. The module was found to be efficient and accurate in measuring students’ skills. Trial results and questionnaire responses indicated significant improvements in environmental literacy test scores and positive feedback from both teachers and students. Therefore, the experiential learning-based e-module is considered suitable and practical for use in teaching biology, particularly in fostering environmental literacy among grade X high school students.
Science Literacy Improvement Through Game-Based Media for Eighth Grade Students Arifianti, Aprillia Dwi; Mulyati, Yayuk; Hamimi, Erti; Fardhani, Indra
Indonesian Journal of Biology Education Vol. 8 No. 2 (2025): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v8i2.2819

Abstract

Science education in Indonesia faces challenges in improving students’ science literacy skills, which are often still low. The objectives of this study are to assess the impact of using the “ELGASE” learning media on improving students' science literacy skills and to identify differences in science literacy skills before and after the implementation of the “ELGASE” media. The method in this study was pre-experimental involving 22 students of class VIII. Data were obtained through observation, testing, and documentation collection methods, then analyzed using the normality test and the N-Gain test to evaluate changes in scores. The results showed that the use of “ELGASE” media provided a significant increase in students’ science literacy skills. This improvement is measured through a nonparametric test (Wilcoxon), which indicates the difference or comparison of pretest and posttest scores on each indicator. The study results indicate that the use of “ELGASE” media significantly improved students’ science literacy skills, with the N-Gain score for the first indicator being 0.80 (80%) and for the third indicator 0.92 (92%), classified as “Effective” and “Highly Effective”, respectively. Additionally, the second indicator showed an increase of 0.58 (58%), falling into the “Moderate” category, which demonstrates a medium level of effectiveness in enhancing students’ understanding of the taught material.  The conclusion of this research is that the “ELGASE” media is proven effective in improving students’ science literacy skills and can be recommended for use in science learning.
Critical Evaluation of Performance Assessment Implementation in Secondary Schools Biology Learning: Meta-Analysis Study Nur Rohmah, Lulu; Bidayati Haka, Nukhbatul; Oktina Sari Pratama, Anisa
Indonesian Journal of Biology Education Vol. 8 No. 2 (2025): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v8i2.2896

Abstract

Biology learning in secondary schools still faces various challenges, particularly related to poor conceptual understanding, limited scientific skills, and declining student motivation. One major issue is the dominance of conventional assessment techniques that emphasize memorization rather than demonstrating real ability through performance. This study aims to determine the magnitude of the influence of the use of performance assessment in biology learning in secondary schools by considering moderator variables such as geographic area, teaching materials, and implementation success. The study was conducted based on the PRISMA guidelines for systematic reviews and meta-analyses, and used JASP-0.19.3.0 software for data analysis. The results showed that performance assessment has a statistically significant influence on biology learning with a medium effect size on the variables of geographic area (0.585), teaching materials (0.552), and implementation success (0.552). These findings confirm that the use of performance assessment contributes positively to improving students’ conceptual mastery, scientific skills, and learning motivation. Therefore, performance assessment can be recommended as a relevant and effective evaluation strategy to overcome the limitations of traditional assessments and improve the quality of biology learning in secondary schools.
Development of E-Modules with SSCS Model to Improve Students’ Critical Thinking Skills on Energy Crisis Materials Farah Dhilah Balqis; Yayuk Mulyati; Arista, Rini Anggi; Nugraheni, Dian; Setiawan, Agung Mulyo
Indonesian Journal of Biology Education Vol. 8 No. 2 (2025): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v8i2.2971

Abstract

This research aims to develop and validate an e-module based on the Search, Solve, Create, and Share (SSCS) learning model to facilitate students' critical thinking skills on energy crisis materials. The research uses the ADDIE development model, which is limited to the formative evaluation stage, including needs analysis, design, development, and readability and practicality tests. The results of expert validation show that the e-module is in the "quite valid" category with an average of 83.2%. The readability test obtained results of 89.25% from students and 88.4% from teachers (outstanding category), while the practicality test by teachers reached 91.67% (convenient category). The results of the Fleiss’ Kappa test showed a “moderate” level of agreement on the SSCS syntax (0.50) and the critical thinking indicator (0.57). The e-module also features interactive features such as learning videos and contextual educational games. These findings indicate that SSCS-based e-modules are suitable for use as science learning media to encourage the strengthening of students’ critical thinking skills independently and contextually. The implications of this research suggest that integrating the SSCS model into digital learning media can enhance students’ engagement and reflective thinking, and it provides a foundation for future experimental studies to measure its effectiveness in improving learning outcomes.

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