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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

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

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

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 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

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

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

Development of a Teaching Supplement on the Threat of Degenerative Diseases of the Circulatory System to Improve Students' Scientific Literacy Arika Febriana Habsari; Priyantini Widiyaningrum
Journal of Biology Education Vol. 15 No. 2 (2026): Agustus 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v15i2.3346

This research aims to develop and test the validity, feasibility and effectiveness of an e-book on degenerative diseases of the circulatory system in increasing scientific literacy. This research is Research and Development using the ADDIE model which consists of five research steps including (1) analysis (2) design (3) development (4) implementation (5) evaluation. The research results show that the teaching supplement is very valid to use because based on the material expert's assessment it received a score of 93.5% and the media expert's assessment was 88.3%. The teaching supplement was also declared very worthy because it received a score of 94.2% from teacher responses and a score of 85.3% from student responses. The teaching supplement was declared effective in increasing scientific literacy with a classical completion percentage of 85.9% and a high N-Gain score of 0.71. Therefore, the e-book on degenerative diseases that has been developed is very suitable to be used as a complement and support for biology learning in class, especially in increasing students' scientific literacy.

Application of E-LKPD Based on Guided Inquiry to Science Process Skills, Cognitive Learning Results, and Learning Motivation of Excretory System Material Putri Nabila Fadhil; Wiwi Isnaeni
Journal of Biology Education Vol. 15 No. 2 (2026): Agustus 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v14i3.3667

The nature of science learning includes science as a product, process and attitude. Science learning creates students to have cognitive, psychomotor, and affective abilities. One of the skills that can facilitate is science process skills (KPS). With good science process skills, students' cognitive learning result are also good. However, conditions in the field found that KPS has not been fully taught, cognitive learning result are unsatisfactory and student motivation is low because the class is teacher-centered, one-way so that the class becomes passive. From these conditions, the right learning tool is needed, namely E-LKPD based on guided inquiry. E-LKPD based on guided inquiry contains activities that invite students to process science properly and purposefully. This study aims to determine the application of E-LKPD based on guided inquiry on science process skills, cognitive learning result, and student learning motivation on excretory system material. This research was designed as a quantitative research with One Shot Case Study design. In this study, the sample used was class XI A1 with a total sample of 32 students based on purposive sampling technique. Science process skills are measured in learning activities and practicum. The indicators used are observing, interpreting, classifying, predicting, formulating problems, formulating hypotheses, using materials, writing and analyzing data, compiling discussions, drawing conclusions, communicating, and applying concepts. The results showed an increase in KPS by 17% after treatment and 97% of students completed the KKM with the indicators used, namely C4, C5, and C6. Learning motivation indicators used are attention, relevance, confidence, and satisfaction. Students' learning motivation is in the good category and the questionnaire results show 100% of students are motivated. From the data above, the E-LKPD based on guided inquiry is effective to be applied to science process skills, cognitive learning result, and student learning motivation on excretory system material

Development of Problem-Based E-Modules on Environmental Change and Preservation to Improve Critical Thinking Skills of High School Students Putri Nurrahma Maulida; Siti Alimah
Journal of Biology Education Vol. 15 No. 2 (2026): Agustus 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v15i2.13235

This study aims to determine the validity, feasibility, and effectiveness of problem-based Environmental Change & Preservation E-Modules as teaching materials to improve the critical thinking skills of high school students. This research uses the Research and Development (R&D) research type with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The subjects in this study were students of class X SMA N 15 Semarang. The data collection methods used include interviews, validation questionnaires (media experts, materials, and teachers), student response questionnaires, and pretest-posttest questions. The results showed that the problem-based Environmental Change & Preservation E-Module product developed was valid, feasible, and effective in improving students' critical thinking skills with media expert validation results amounting to 96.25% with a very valid category, material expert validation results amounting to 91.25% with a very valid category, teacher validation results amounting to 100% with a very valid category, students gave a positive response, as well as the n-gain test results amounting to 0.58 in the medium category and the results of the Wilcoxon signed rank test with Asymp. Sig. (2-tailed) of 0.000 <0.05 which means there is a significant difference in the average pretest-posttest score. It can be concluded that the problem-based Environmental Change and Preservation E-Module is very valid, feasible, and effective to use in learning to improve the critical thinking skills of high school students.

Developing an E-module to Train Class 10 High School Students' Argumentation Skills in the Material of Spermatophyte Plants Using the Argument-Driven Inquiry Learning Model Hana Hanifa Minawati; Eling Purwantoyo
Journal of Biology Education Vol. 15 No. 2 (2026): Agustus 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v15i2.18494

Argumentation skills are very important in the 21st century communication skills that students need to master. Technological advances in the 21st century need to be utilized to make teaching materials more effective. Based on the results of interviews with biology teachers at SMA N 12 Semarang, learning biology only uses LKS books with assistance power point and YouTube. The scores of some students in Spermatophyte plant material at basic competency 3.8 and basic competency 4.8 have not fulfilled the KKM (Minimum Completeness Criteria) because learning is still centered on the teacher and causes students' argumentation skills to be untrained. Therefore, teaching materials in the form of e-modules were developed to train class 10 students' argumentation skills in Spermatophyte material using a learning model Argument-Driven Inquiry (ADI). E-module is a teaching material that is arranged systematically that encourages students to learn independently. The ADI Learning Model can train students' argumentation skills. This study aims to analyze the validity, practicality, and effectivenesse-module to train students' argumentation skills. This type of research is research and development (RnD) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. Validity data of e-module obtained from the media and material validation questionnaire. Practical data of e-module obtained from student readability, student and teacher response questionnaires. Effectiveness data of e-module obtained from student activity sheets and questions pretest-posttest determined by the test results Mann-Whitney, Wilcoxon, and N-Gain. Results of validity analysis e-module from the validation of media experts and the material is stated to be very valid. The results of practicality research e-module from the results of the readability test analysis it was stated that it was practical, the results of the analysis from the student responses were 76% (practical) and the teacher's response was 81.3% (very practical). Effectiveness e-module of results N-Gain In the experimental class it is known that only 8% of students are in the high category and 14% of students are in the low category which shows that learning uses e-module ineffective. The student's argumentation skill level reaches level 2. Test Mann-Whitney showed that there was a significant difference in learning outcomes between the control and experimental classes. Wilcoxon test shows a significance value in the experimental class of 0.486>0.05, which means learning to use e-module not effective for improving student learning outcomes. The conclusions of this study are the validity and practicality of e-module very valid and practical for learning, but not effective for increasing the value of learning outcomes.

Implementation of Problem-Based Learning Based Multiple Representations to Improve Critical Thinking, Communication, and Collaboration Skills on Digestive System Material Zulfa Aliya; Aditya Marianti
Journal of Biology Education Vol. 15 No. 2 (2026): Agustus 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujbe.v15i2.24993

The purpose of this study is to analyze the effectiveness of the Problem-Based Learning (PBL) model with multiple representations to enhance students' critical thinking, communication skills and collaboration skills in the digestive system material. The study was Quasi-Experimental using non equivalent control group design, with the subjects being students of classes XI-1, XI-2 and XI-3 at SMA Negeri 14 Semarang, selected through purposive sampling. The independent variable in this study was the Problem-Based Learning (PBL) model with multiple representations, while the dependent variables were students' critical thinking, communication skills and collaboration skills. The research results showed that Students' critical thinking skills in the experimental class that implemented PBL model with multiple representations were higher (89,97) than the control class (58,8). The improvement in critical thinking skill of experimental class students had higher N-gain criteria (0.85) than the control class (0.45). Students' oral communication skills in the experimental class that implemented PBL model with multiple representations were higher (81) than the control class (29). Students' written communication skills in the experimental class that implemented PBL model with multiple representations were higher (99) than the control class (83). Students' collaboration skills in the experimental class that implemented PBL model with multiple representations were higher (94) than the control class (60). Based on the result, it can be concluded that the PBL model with multiple representations was effective in improving students’ critical thinking, creativity, communication skills in the digestive system material.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email jbe@mail.unnes.ac.id

Phone -

Journal Mail Official jbe@mail.unnes.ac.id

Editorial Address Sekaran, Gunungpati Semarang, Central Java, Indonesia 50229

Location Kota semarang, Jawa tengah INDONESIA

Abstract

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Contact Name
-

Contact Email
jbe@mail.unnes.ac.id

Phone
-

Journal Mail Official
jbe@mail.unnes.ac.id

Editorial Address
Sekaran, Gunungpati Semarang, Central Java, Indonesia 50229

Location
Kota semarang,

Jawa tengah

INDONESIA