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Journal of Biology Education
Published by Universitas Negeri Semarang
ISSN : 22526579     EISSN : 2540833X     DOI : -
Core Subject : Education,
Education
Publishes research articles and conceptual analysis of philosophy, education theory, biology education research, instrument of biology learning tools, biology of learning media, biological experiments developing, and evaluation of biology learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 65 Documents
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Development of Digital Atlas with Multiple Intelligences on the Materials of Cell Structure and Function to Improve Cognitive Thinking Ability of Senior High School Students Ricky Janu Riyadi; Saptono, Sigit
Journal of Biology Education Vol. 14 No. 3 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v14i3.33037

Abstract

Cell Structure and Function is one of the biology topics in senior high schools that needs to be concretized, as students cannot directly observe cellular structures and organelles without supporting tools. Learning this material requires observation of illustrations, logical reasoning, collaboration, and independent study. Relying solely on textbooks as the main learning source is considered less effective in mastering the concepts, which results in students’ incomplete cognitive understanding. Therefore, an additional teaching supplement that visualizes the material while accommodating students’ learning styles is necessary. This study aims to describe the characteristics of the developed atlas, analyze its validity, examine teachers’ and students’ responses, and evaluate the effectiveness of the atlas in improving students’ cognitive abilities. This research employed a Research and Development (R&D) design with eight stages: identifying potentials and problems, data collection, product design, expert validation, design revision, product trial, product revision, and usage trial. The subjects were XI MIPA A and XI MIPA E students at SMA N 1 Batang in the 2021/2022 academic year. Research instruments included interview sheets, validity sheets, teacher and student response questionnaires, and a 25-item multiple-choice test. Data were analyzed using descriptive quantitative percentages. The results showed that the developed atlas presented schematic illustrations and varied microscopic observations, linked cellular phenomena, encouraged logical reasoning through “let’s reason” prompts, facilitated discussions, and supported independent learning via YouTube videos. The validity test obtained a score of 96.6% (very good) from material experts and 87.5% (very good) from media experts. Teachers’ and students’ responses reached 90.7% and 91.2%, respectively, both categorized as very good. Effectiveness testing indicated improvements in cognitive thinking skills with the following N-Gain scores: remembering (C1) = 0.93 (high), understanding (C2) = 0.80 (high), applying (C3) = 0.76 (high), analyzing (C4) = 0.57 (moderate), and evaluating (C5) = 0.71 (high). Based on these results, the digital atlas incorporating multiple intelligences is proven effective in enhancing students’ cognitive thinking skills.  
Bibliometric Analysis of 3D Media Research Trends in Science Education from 2020 to 2025: A Literature Review Rosita Mayanti, Alfiana Nur; Subali, Bambang
Journal of Biology Education Vol. 14 No. 3 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v14i3.35127

Abstract

Advances in digital technology have triggered a major transformation in the world of education, particularly through the use of technology-based learning media. One innovation that has attracted a lot of attention in recent years is the use of three-dimensional (3D) media in the science learning process. This literature review aims to (1) identify developments in research publications related to the use of 3D media in science education during the period 2020-2025; (2) analyse trends in 3D research in science education based on the number of publications, citations, authors, countries, and contributing journals; (3) Analyse the 3D tools used in the research, and (4) Provide an overview of opportunities and future research directions related to the application of 3D media in science education. The research method used was bibliometric analysis of a literature review assisted by Bibliloshiny software and Microsoft Excel for data tabulation. The database used was Scopus. The analysis resulted in a total of 50 documents analysed from the Scopus database. The results of the study show that (1) publications related to virtual reality in learning have increased, although they are not yet stable; (2) China and the United States have made the largest contributions related to 3D media, with the article with the highest number of citations being by Burley S.K. (2021). Burley S.K. is the author who has contributed the most to 3D media, with Applied Sciences (Switzerland) being the journal with the largest contribution; (3) The results show that 3D printing is the most discussed tool in research; (4) In addition, the study also shows that 3D media has the potential to be an innovation in learning in the future and continues to increase in its development.
Needs Analysis And Design Of Gamification-Based Learning Management System Edukati To Support Flipped Classroom Of Cell Material Yuanika, Aulia Hilma; Saiful Ridlo
Journal of Biology Education Vol. 14 No. 3 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v14i3.35173

Abstract

The development of digital technology in the era of industrial revolution 4.0 towards society 5.0 demands biology learning that is more interactive, contextual, and relevant to the characteristics of 21st-century learners. However, high school biology teachers still face the challenge of low student understanding of abstract cell concepts, such as organelle structure-function relationships and cell division mechanisms. This material is often understood as rote, while learning media have not fully supported visualization or interactivity. The integration of the flipped classroom model with a gamification-based Learning Management System (LMS) is seen as a potential solution. This research aims to analyze the learning needs of cell concepts in high school and design a gamification-based LMS that is in accordance with the flipped classroom model. This study used an exploratory descriptive approach at the needs analysis stage involving 42 students of class XI MIPA and a biology teacher, which was then positioned as part of the planning stage in the Alessi & Trollip development model (RnD). The results of the needs analysis were then used as the basis for designing the initial design of the gamification-based LMS (design stage). The results of student needs show three aspects, namely the level of understanding of cell concepts is in the medium category (74.5%), while technology readiness (78.5%) and interest in flipped classroom (79.25%) are in the high category. Based on the needs analysis, the learning media were designed using Moodle “Edukati” LMS with gamification elements in the form of points, leaderboards, and multilevel challenges. The Understanding by Design (UbD) principle was used as a reference in formulating the integration of objectives, assessments, and learning activities. The results showed that the initial design of the gamification-based LMS has the potential to support the implementation of flipped classroom learning on cell material and is worth testing in the further development stage.  
Profile of Biology Teachers' Skills in Senior High School in Designing Design Thinking-Based Teaching Materials to Improve Students' Critical Thinking, Numeracy, and Creative Thinking Abilities Calisto MT 12 Khoerunnisa, Rani Siti; Eni Nuraeni; Anugrah Ayumaharani; Fitri Husni Mardiyah; Dita Astriningrum; Susanti, Dewi
Journal of Biology Education Vol. 14 No. 3 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v14i3.35205

Abstract

This study aims to describe the profile of senior high school biology teachers’ skills in designing teaching materials based on Design Thinking to enhance students’ critical thinking, numeracy, and creative thinking skills. A descriptive method was employed using an assessment rubric for product of module and rubric of Design Thinking-based modules covering seven aspects. Data were collected through the evaluation of teaching materials designed by biology teachers, focusing on organic waste management. The results indicate that the overall quality of the modules was categorized as “very good,” with an average validator score of 3.55. Teachers’ skills in applying the Design Thinking stages were also categorized as “very good,” with an average score of 3.68 out of 4.00. The highest scores were obtained in the empathize and define stages (4.00), while the lowest score was found in the test stage (3.29). The integration of 21st-century skills was considered good, with a score of 3.33 for formulating learning objectives and 3.48 for developing critical thinking, numeracy, and creative thinking skills. Overall, teachers demonstrated good competence in designing Design Thinking-based modules, although improvements are needed in prototype testing and the consistent integration of 21st-century skills. This study recommends further training and mentoring to enhance the quality of innovative teaching materials that align with the demands of 21st-century education
Ethnoecological Study of Sendang Surodilogo in Kertek District, Wonosobo Regency as a Learning Resource Saputro, Frengki; Siti Alimah
Journal of Biology Education Vol. 14 No. 3 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v14i3.37159

Abstract

This study investigated the ethnoecological characteristics of Sendang Surodilogo, a culturally and ecologically significant spring located in Pagerejo Village, Kertek District, Wonosobo Regency, and developed a profile book as a contextual learning resource for biology education. Using a modified Borg and Gall Research and Development model, the research involved preliminary exploration, field data collection, product design, expert validation, revision, and small-scale field testing. A descriptive exploratory approach was used to document cultural narratives, ecological perceptions, and vegetation diversity around the spring. Data were collected from formal participants (biology teacher and students) and nonformal participants representing three age groups (30, 40, and 50 years old) using interviews, questionnaires, and documentation. The findings revealed that the community possesses strong ethnoecological knowledge reflected through myths, rituals, and conservation practices linked to the symbolic figure of Ki Joko Suro. Vegetation analysis recorded species belonging to Spermatophyta, Pteridophyta, and Bryophyta, each contributing to hydrological stability and microhabitat formation. Expert validation rated the material at 93.61% and media at 91.36%, placing the product in the “very feasible” category. Field testing also resulted in positive responses, with formal participants scoring 85.7% and nonformal participants 85.3%. Overall, Sendang Surodilogo holds substantial ecological and cultural value. Its documentation into a profile book demonstrates strong potential as a contextual biology learning resource, enriching environmental literacy and promoting culture-based science education

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