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Journal of Bio-Creaducation
Published by Universitas Lambung Mangkurat
ISSN : -     EISSN : -     DOI : http://dx.doi.org/10.20527/bioco
Core Subject : Education,
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Journal of Bio-Creaducation is an open access journal managed by the Biology Education Study Program, Lambung Mangkurat University, Banjarmasin. This journal with the abbreviation BIOCO publishes scientific articles on research results, critical analysis, and in-depth scientific studies on current issues in the fields of biology education according to the Focus and Scope. Related research that examines the latest technological developments and wetland ecosystems is encouraged. Articles are written by following the manuscript writing rules, and for more practicality please use the template. Papers are published in June and December every year.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol 3, No 1 (2026): June" : 5 Documents clear
The effectiveness of biology learning media in improving high school students' linguistic intelligence towards biology learning outcomes: A literature review Salsabila, Adinda Thalia; Rinanda, Adistya Risa; Angeli, Angeli; Putra, M Reyhan Rifky Aditya; Putri, Reta Afita
Journal of Biology Creative Education Vol 3, No 1 (2026): June
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v3i1.17371

Abstract

Linguistic intelligence is important in helping students interpret and communicate biological concepts; however, biology learning in schools is still teacher-centered and provides limited verbal stimulation. This study anal yzes the effectiveness of biology learning media in enhancing the linguistic intelligence of senior high school students through a Systematic Literature Review (SLR). From 11,000 initial findings in Google Scholar, the screening process resulted in 10 studies that met the criteria because they explicitly measured indicators of linguistic intelligence. The synthesis shows that differentiated modules, MI-based worksheets, e-learning, Quipper School, videos, 3D animations, and flipbooks consistently produce moderate to high effects. Compared with non-digital media such as printed modules and worksheets, digital media (e-learning modules, Quipper School, 3D animated videos, and flipbooks) show more consistent improvements in linguistic indicators related to verbal reasoning and summarization skills. Overall, media aligned with linguistic aspects effectively enhance conceptual understanding, scientific communication, and biology learning outcomes, while also providing practical guidance for designing language-rich biology instruction.Abstrak. Kecerdasan linguistik penting untuk membantu siswa menafsirkan dan mengkomunikasikan konsep biologi, namun pembelajaran biologi di sekolah masih berpusat pada guru dan kurang memberikan stimulasi verbal. Penelitian ini menganalisis efektivitas media pembelajaran biologi dalam meningkatkan kecerdasan linguistik siswa SMA melalui Systematic Literature Review (SLR). Dari 11.000 temuan awal di Google Scholar, proses penyaringan menghasilkan 10 studi yang memenuhi kriteria karena secara eksplisit mengukur indikator kecerdasan linguistik. Sintesis menunjukkan bahwa modul diferensiasi, LKS berbasis MI, e-learning, Quipper School, video, animasi 3D, dan flipbook konsisten memberikan efek sedang hingga tinggi. Dibandingkan dengan media non-digital seperti modul cetak dan lembar kerja, media digital (modul e-learning, Quipper School, video animasi 3D, dan flipbook) menunjukkan peningkatan yang lebih konsisten dalam indikator linguistik yang terkait dengan kemampuan penalaran verbal dan ringkasan. Secara keseluruhan, media yang selaras dengan aspek linguistik efektif meningkatkan pemahaman konsep, komunikasi ilmiah, dan hasil belajar biologi, serta memberikan panduan praktis untuk merancang pembelajaran biologi yang kaya bahasa.
The relationship between intrapersonal intelligence and biology learning outcomes in schools: A literature review Wahyuni, Riesti Eka; Sari, Putri Permata; Rahmah, Khalishatur; Maulana, Muhammad; Rifky, Muhammad
Journal of Biology Creative Education Vol 3, No 1 (2026): June
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v3i1.17372

Abstract

Despite numerous studies showing correlations between various factors and biology learning outcomes, comprehensive synthesis on the specific role of intrapersonal intelligence in biology education remains limited, particularly regarding the psychological mechanisms underlying this relationship. This study aimed to systematically review and synthesize existing research on the relationship between intrapersonal intelligence and students' biology learning outcomes in schools. This systematic review analyzed ten national and international research articles published between 2020 and 2025, obtained from the Google Scholar database. The findings reveal a consistent positive correlation between intrapersonal intelligence and students' biology learning outcomes across various educational levels, with correlation coefficients ranging from r = 0.35 to r = 0.47. Furthermore, the review highlights several psychological and pedagogical mechanisms, including internal motivation, metacognitive regulation, reflective problem solving, and adaptive learning, through which intrapersonal intelligence enhances learning outcomes. These results emphasize the importance of integrating intrapersonal intelligence development into biology instruction to foster students’ autonomy, motivation, and conceptual understanding. The practical implication suggests the need for educators to design reflective and self regulated learning strategies to optimize biology learning performance.Abstrak. Studi yang ada telah menunjukkan korelasi antara berbagai faktor dengan hasil belajar biologi, namun sintesis komprehensif mengenai peran spesifik kecerdasan intrapersonal dalam pendidikan biologi masih terbatas, terutama terkait mekanisme psikologis yang mendasarinya. Penelitian ini bertujuan untuk meninjau dan mensintesis secara sistematis penelitian yang ada mengenai hubungan antara kecerdasan intrapersonal dan hasil belajar biologi siswa di sekolah. Tinjauan sistematis ini menganalisis sepuluh artikel penelitian nasional dan internasional yang diterbitkan antara tahun 2020 hingga 2025, yang diperoleh dari basis data Google Scholar. Hasil tinjauan mengungkapkan adanya korelasi positif yang konsisten antara kecerdasan intrapersonal dan hasil belajar biologi di berbagai jenjang pendidikan, dengan koefisien korelasi berkisar antara r = 0,35 hingga r = 0,47. Selain itu, tinjauan ini menyoroti beberapa mekanisme psikologis dan pedagogis, termasuk motivasi internal, regulasi metakognitif, pemecahan masalah reflektif, dan pembelajaran adaptif, sebagai jalur peningkatan hasil belajar. Temuan ini menekankan pentingnya mengintegrasikan pengembangan kecerdasan intrapersonal ke dalam pengajaran biologi untuk meningkatkan otonomi, motivasi, dan pemahaman konseptual siswa. Implikasi praktisnya adalah perlunya pendidik merancang strategi pembelajaran reflektif dan teregulasi diri guna mengoptimalkan kinerja belajar biologi.
Integration of naturalistic to optimize biology learning outcomes: A literature review Limbong, Ulisa Ararolita; Ardiah, Ardiah; Muslimin, Ayu Isnaini Nor; Santika, Bobi Hanggoro Yogi; Dalambide, Muhammad Jolianda Saputra; Rizky, Muhammad
Journal of Biology Creative Education Vol 3, No 1 (2026): June
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v3i1.17373

Abstract

Biology education emphasizes the importance of integrating multiple intelligences to optimize learning outcomes and foster meaningful learning experiences. Among these, naturalistic intelligence plays a key role in helping students connect biological concepts with real-world natural phenomena. This study aims to explore how naturalistic intelligence has been integrated into biology learning and its impact on students’ understanding, attitudes, and learning achievements. A literature review was conducted using 1.780 research articles published between 2019 and 2024 from databases such as Google Scholar. Based on inclusion exclusion criteria, 10 articles were selected for in-depth analysis. The results indicate that learning strategies integrating naturalistic intelligence such as outdoor learning, contextual field exploration, and environment-based project learning enhance students’ conceptual understanding, environmental awareness, and motivation. Most studies applied qualitative or mixed-method approaches, highlighting the importance of authentic experiences in strengthening biology learning outcomes. This study concludes that incorporating naturalistic intelligence supports holistic education by linking cognitive and affective domains, and recommends further research on technology-based and culturally contextualized applications of naturalistic intelligence in biology education.Abstrak. Pendidikan biologi abad ke-21 menekankan pentingnya integrasi berbagai kecerdasan untuk mengoptimalkan hasil belajar dan menciptakan pengalaman belajar yang bermakna. Di antara berbagai kecerdasan tersebut, kecerdasan naturalistik berperan penting dalam membantu peserta didik mengaitkan konsep biologi dengan fenomena alam di kehidupan nyata. Penelitian ini bertujuan untuk menelaah bagaimana kecerdasan naturalistik diintegrasikan dalam pembelajaran biologi serta dampaknya terhadap pemahaman, sikap, dan hasil belajar siswa. Kajian pustaka dilakukan terhadap 856 artikel penelitian yang terbit antara tahun 2019–2024 dari basis data Google Scholar. Berdasarkan kriteria inklusi eksklusi, diperoleh 10 artikel yang dianalisis secara mendalam. Hasil menunjukkan bahwa strategi pembelajaran yang mengintegrasikan kecerdasan naturalistik seperti pembelajaran luar ruangan, eksplorasi lapangan kontekstual, dan pembelajaran berbasis proyek lingkungan dapat meningkatkan pemahaman konsep, kepedulian lingkungan, dan motivasi belajar siswa. Sebagian besar penelitian menggunakan pendekatan kualitatif atau campuran, yang menegaskan pentingnya pengalaman otentik dalam memperkuat hasil belajar biologi. Kajian ini menyimpulkan bahwa integrasi kecerdasan naturalistik mendukung pendidikan holistik dengan menghubungkan ranah kognitif dan afektif, serta merekomendasikan penelitian lanjutan terkait penerapan berbasis teknologi dan konteks budaya dalam pembelajaran biologi.
The effect of artificial intelligence on students learning outcomes and motivation in biology: A literature review Fathimatuzzahra, Fathimatuzzahra; Gravita Widyana, Agustin; Fajarrianto, Faisal; Khairunnisa, Khairunnisa; Diah Ayu Dwi Puspita, Raysanda
Journal of Biology Creative Education Vol 3, No 1 (2026): June
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v3i1.17374

Abstract

The transformation of education in the 21st century demands technology-based innovation to strengthen learning effectiveness, particularly in Biology, which contains abstract concepts and requires strong visualization. One innovation that plays a crucial role in this context is the use of Artificial Intelligence (AI), which can support concept visualization and adaptive learning interactions. This study aims to analyze the implications of Artificial Intelligence (AI) on student learning outcomes and motivation in Biology through the Systematic Literature Review (SLR) method. The article selection process was carried out systematically using the PRISMA model for publications published between 2020 and 2024 in the Google Scholar database, resulting in 10 relevant articles. The results of the content analysis showed that AI integration consistently had a positive impact on student conceptual understanding, motivation, and engagement in Biology learning. Various AI-based media, such as chatbots, Google Lens, SUNO AI, PlantNet, and digital e-modules, have proven effective as facilitators that support active, adaptive, and personalized learning. In addition to improving cognitive learning outcomes, the use of AI also contributes to increasing digital literacy and student self-confidence. Thus, it can be concluded that AI functions not only as a learning tool but also as a strategic pedagogical solution in creating a quality biology learning ecosystem in the era of Society 5.0.Abstrak. Transformasi pendidikan pada abad ke-21 menuntut adanya inovasi berbasis teknologi untuk memperkuat efektivitas pembelajaran, khususnya pada mata pelajaran Biologi yang memuat konsep-konsep abstrak dan membutuhkan visualisasi yang kuat. Salah satu inovasi yang berperan penting dalam konteks tersebut adalah pemanfaatan Artificial Intelligence (AI) yang mampu mendukung visualisasi konsep serta interaksi pembelajaran yang adaptif. Penelitian ini bertujuan untuk menganalisis implikasi Artificial Intelligence (AI) terhadap hasil belajar dan motivasi siswa pada mata pelajaran Biologi melalui metode Systematic Literature Review (SLR). Proses seleksi artikel dilakukan secara sistematis menggunakan model PRISMA terhadap publikasi yang terbit pada rentang tahun 2020–2024 di basis data Google Scholar, sehingga diperoleh 10 artikel yang relevan. Hasil analisis isi (content analysis) menunjukkan bahwa integrasi AI secara konsisten memberikan dampak positif terhadap pemahaman konsep, motivasi, dan keterlibatan siswa dalam pembelajaran Biologi. Berbagai media berbasis AI, seperti chatbots, Google Lens, SUNO AI, PlantNet, dan e-modul digital, terbukti efektif sebagai fasilitator yang mendukung pembelajaran aktif, adaptif, dan personal. Selain meningkatkan hasil belajar kognitif, pemanfaatan AI juga berkontribusi terhadap peningkatan literasi digital serta kepercayaan diri siswa. Dengan demikian, dapat disimpulkan bahwa AI tidak hanya berfungsi sebagai alat bantu pembelajaran, tetapi juga sebagai solusi pedagogis strategis dalam menciptakan ekosistem pembelajaran Biologi yang berkualitas di era Society 5.0.
The application of multiple intelligences in the development of biology learning materials: A literature review Mahmudah, Rif'atul; Wardani, Alinda Yulia; Irmawati, Irmawati; Tauhidah, Tauhidah; Alfatiha, Winada
Journal of Biology Creative Education Vol 3, No 1 (2026): June
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v3i1.17370

Abstract

The need for Biology learning materials that can accommodate the diverse intelligences of learners has driven the growing use of the Multiple Intelligences approach in instructional material development. However, no systematic review has yet mapped how Multiple Intelligences are actually implemented in the development of Biology learning materials, nor the extent to which the different intelligences are integrated. This study employs a Systematic Literature Review (SLR) using the PRISMA model to analyze the application of Multiple Intelligences in Biology learning materials based on ten selected articles from 696 identified publications. The review findings show that various Multiple Intelligences–based products, such as e-books, flipbooks, modules, and e-worksheets, demonstrate strong validity, practicality, and effectiveness in improving conceptual understanding, learning motivation, critical thinking skills, and student engagement. Nevertheless, the implementation of Multiple Intelligences in most studies remains partial, as only a few intelligences are typically adopted, and only one article fully applies all nine intelligences comprehensively and contextually. The main contribution of this review lies in identifying this gap and mapping the patterns of Multiple Intelligences implementation in the development of Biology learning materials, a focus which has not been addressed in previous studies. Furthermore, this study highlights the lack of long-term evaluation and the limited exploration of affective aspects, thus offering important directions for future research.Abstrak. Kebutuhan akan bahan ajar Biologi yang mampu mengakomodasi keragaman kecerdasan peserta didik mendorong berkembangnya penggunaan pendekatan Multiple Intelligences (MI) dalam pengembangan bahan ajar. Namun, sejauh ini belum ada kajian sistematis yang memetakan bagaimana MI benar-benar diterapkan dalam pengembangan bahan ajar Biologi, termasuk sejauh mana kecerdasan-kecerdasan MI diintegrasikan. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan model PRISMA untuk menganalisis penerapan MI pada bahan ajar Biologi berdasarkan 10 artikel terpilih dari 696 publikasi yang diidentifikasi. Hasil telaah menunjukkan bahwa berbagai produk seperti e-book, flipbook, modul, dan E-LKPD berbasis MI menunjukkan hasil yang valid, praktis, dan efektif dalam meningkatkan pemahaman konsep, motivasi belajar, kemampuan berpikir kritis, dan keterlibatan peserta didik. Meskipun, implementasi MI pada sebagian besar penelitian masih bersifat parsial karena hanya mengadopsi beberapa kecerdasan, dengan hanya satu artikel yang menerapkan sembilan kecerdasan secara komprehensif dan kontekstual. Kontribusi utama kajian ini terletak pada identifikasi kesenjangan tersebut serta pemetaan pola implementasi MI dalam pengembangan bahan ajar Biologi, yang belum dijelaskan dalam kajian sebelumnya. Selain itu, penelitian ini menyoroti kurangnya evaluasi jangka panjang dan minimnya eksplorasi aspek afektif, sehingga menjadi arah penting bagi pengembangan penelitian selanjutnya.

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