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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,
Education Other
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 26 Documents
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Implementation of Project-Based Learning (PjBL) to enhance students’ collaborative skills and creativity in biology learning: A literature review Humaira, Anisa Salsabila; Mardiana, Gina; Ramadhaniaty, Nur; Cahaya, Putri; Rini, Rini
Journal of Biology Creative Education Vol 2, No 2 (2025): December
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v2i2.16325

Abstract

Biology learning in secondary schools is still dominated by memorization-based methods, which limit students’ collaborative and creative skills. This approach provides little room for the development of cooperative skills and students’ creativity, even though both skills are crucial in facing 21st-century challenges that demand critical, collaborative, and creative thinking. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in improving collaborative skills and creativity in biology students. The method used was a Systematic Literature Review (SLR) with data sources from Google Scholar 2020–2024. Of the 6,313 initial articles, ten articles were selected based on inclusion and exclusion criteria. Data were analyzed descriptively using content analysis techniques. In the past five years, publications on (PjBL) in biology have increased. The results show that PjBL improves collaboration and creativity in student learning. These findings confirm that PjBL is relevant in developing 21st-century skills and making biology learning more contextual. Therefore, implementing PjBL is essential to improving the quality of biology learning.Abstrak. Pembelajaran Biologi di sekolah menengah masih didominasi metode konvensional yang berfokus pada hafalan materi. Pendekatan ini kurang memberikan ruang bagi pengembangan keterampilan kolaboratif dan kreativitas siswa, padahal kedua keterampilan tersebut sangat penting dalam menghadapi tantangan abad ke-21 yang menuntut kemampuan berpikir kritis, kolaboratif dan kreatif. Penelitian ini bertujuan menelaah efektivitas Project Based Learning (PjBL) dalam meningkatkan keterampilan kolaboratif dan kreativitas siswa biologi. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan sumber data dari Google Scholar tahun 2020–2024. Dari 6.313 artikel awal, sepuluh artikel dipilih berdasarkan kriteria inklusi dan eksklusi. Data dianalisis secara deskriptif menggunakan teknik analisis konten. Dalam lima tahun terakhir, PjBL di biologi meningkat. Hasil menunjukkan bahwa PjBL terbukti meningkatkan kolaborasi, dan kreativitas belajar siswa. Temuan ini menegaskan bahwa PjBL relevan dalam mengembangkan keterampilan abad ke-21 dan menjadikan Pembelajaran Biologi lebih kontekstual. Oleh karena itu, model PjBL perlu diimplementasikan untuk meningkatkan kualitas pendidikan biologi.
Research trend of emotional intelligence in biology learning: A bibliometric analysis in the last ten year Nugroho, Bimo Aji; Fajeriadi, Hery; Saifuddin, Much. Fuad
Journal of Biology Creative Education Vol 2, No 2 (2025): December
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v2i2.17381

Abstract

Research that explicitly examines emotional intelligence (EI) in biology learning is still limited, even though extensive evidence shows that EI supports motivation, interaction quality, and learning effectiveness, which are relevant competencies in collaborative tasks and complex biology practicums. This study analyzes research trends and opportunities related to emotional intelligence in biology learning (EIBL) through a bibliometric approach. A literature-based bibliometric analysis was conducted using 339 screened documents retrieved from the ScienceDirect (2015-2024), and the dataset was visualized using VOSviewer to map publication distribution, subject areas, publisher sources, and keyword networks. The findings indicate an increasing number of publications, dominance of empirical studies, and multidisciplinary dissemination across psychology, education, biomedicine, and social sciences. Network visualization identified five thematic clusters (research challenges, methodological approaches, educational contexts, emotional-systemic aspects, and developmental issues) reflecting broader patterns in the dataset rather than trends specific to biology learning. Overall, the dataset suggests emerging opportunities for integrating emotional intelligence into biology learning practices, while highlighting the limited number of studies explicitly situated in biology education and the need for further empirical exploration.Abstrak. Penelitian yang secara eksplisit mengkaji kecerdasan emosional (EI) dalam pembelajaran biologi masih terbatas, meskipun bukti luas menunjukkan bahwa EI mendukung motivasi, kualitas interaksi, dan efektivitas belajar, yaitu kompetensi penting dalam tugas kolaboratif dan praktikum biologi yang kompleks. Penelitian ini menganalisis tren dan peluang penelitian emotional intelligence in biology learning (EIBL) melalui pendekatan bibliometrik. Analisis bibliometrik berbasis literatur dilakukan menggunakan 339 dokumen hasil penyaringan dari ScienceDirect (2015-2024), dan dataset ini divisualisasikan menggunakan VOSviewer untuk memetakan sebaran publikasi, subject area, sumber penerbit, serta jejaring kata kunci. Hasil analisis menunjukkan peningkatan jumlah publikasi, dominasi artikel empiris, dan penyebaran multidisipliner pada bidang psikologi, pendidikan, biomedis, dan ilmu sosial. Visualisasi jaringan mengidentifikasi lima kluster tema (tantangan penelitian, pendekatan metodologis, konteks pendidikan, aspek emosional-sistemik, dan isu perkembangan) yang mencerminkan pola umum dalam dataset, bukan tren spesifik pembelajaran biologi. Secara keseluruhan, dataset menunjukkan peluang berkembangnya integrasi kecerdasan emosional dalam praktik pembelajaran biologi, sekaligus menegaskan terbatasnya studi yang secara eksplisit berada dalam konteks biologi serta kebutuhan eksplorasi empiris lanjutan.
The application of gamification to learning outcomes and motivation of biology students: A literature review Kartika, Nabila Amalia; Azzam, Muhammad Naufal; Urrahmah, Noor Syifa; Nurhidayah, Nurhidayah; Raihanum, Siti
Journal of Biology Creative Education Vol 2, No 2 (2025): December
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v2i2.16332

Abstract

Scientific concepts in high school biology are abstract and complex, so they require a deep understanding from students. However, in reality, many schools still use conventional learning methods that are less interactive, such as lectures, causing low learning outcomes and student motivation. The solution provided is the application of gamification learning methods. This study aims to examine the relationship between the application of gamification as a whole to student learning outcomes and motivation in learning Biology. The research method used was systematic literature review by collecting data from various relevant articles, proceedings, and research reports published in 2020-2024 through the Google Scholar database. Data collection was carried out during the research period, which took place from July 26-July 29, 2025 then the data was analyzed descriptively using content analysis techniques. The results showed that the trend of gamification research in Biology learning increased significantly in 2020-2024, with a peak of publications in 2024. From the 10 selected articles, gamification was proven effective in improving learning outcomes, motivation, and student engagement, thus having a positive impact on the cognitive, affective, and participatory aspects of Biology learning. The application of gamification, both as a media and learning method, not only improves cognitive achievement, but also increases students' active involvement and participation in the Biology learning process.Abstrak. Konsep-konsep ilmiah dalam Biologi SMA bersifat abstrak dan kompleks, sehingga membutuhkan pemahaman yang mendalam dari peserta didik. Namun, kenyataannya banyak sekolah masih menggunakan metode pembelajaran konvensional yang kurang interaktif, seperti ceramah, sehingga menyebabkan rendahnya hasil belajar dan motivasi siswa. Solusi yang diberikan adalah penerapan metode pembelajaran gamifikasi. Penelitian ini bertujuan untuk mengkaji keterkaitan penerapan gamifikasi secara menyeluruh terhadap hasil dan motivasi belajar siswa dalam pembelajaran Biologi. Metode penelitian yang digunakan systematic literature review dengan mengumpulkan data dari berbagai artikel, prosiding, dan laporan penelitian yang relevan yang diterbitkan pada tahun 2020-2024 melalui database Google Scholar. Pengumpulan data dilakukan selama periode penelitian, yang berlangsung mulai 26 Juli-29 Juli 2025 kemudian data dianalisis secara analisis deskriptif dengan menggunakan teknik content analysis. Hasil menunjukkan tren penelitian gamifikasi dalam pembelajaran Biologi meningkat signifikan pada 2020–2024, dengan puncak publikasi pada 2024. Dari 10 artikel terpilih, gamifikasi terbukti efektif meningkatkan hasil belajar, motivasi, dan keterlibatan siswa, sehingga berdampak positif pada aspek kognitif, afektif, dan partisipatif pembelajaran Biologi. Penerapan gamifikasi, baik sebagai media maupun metode pembelajaran tidak hanya meningkatkan capaian kognitif, tetapi juga meningkatkan keterlibatan dan partisipasi aktif siswa dalam proses pembelajaran Biologi.
Enhancing contextual scientific literacy through the integration of STEM in biology education in the society 5.0 era: A literature review Sari, Intan; Akhmadi, Rastra Juliean Putra; Puspitasari, Sahtia Dewi; Kausar, Sahara Juliana Jihan; Ananda, Shella
Journal of Biology Creative Education Vol 2, No 2 (2025): December
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v2i2.16330

Abstract

The low level of science literacy among Indonesian students, as reflected in PISA scores below the OECD average, indicates a gap between educational goals and biology teaching practices that still focus on memorization and textbooks. The integration of the STEM (Science, Technology, Engineering, and Mathematics) approach offers a solution by linking scientific concepts to real-life contexts. This study used a systematic literature review method of ten national articles published in the last six years obtained through Google Scholar. The results show an increasing trend in publications, particularly in 2021, indicating growing attention to this topic. The main findings show that project-based approaches (STEAM-PJBL), interactive digital media such as flipbooks, and STEM-based E-LKPD are effective in improving science literacy and encouraging more participatory and reflective learning. Overall, the integration of STEM in biology learning has a positive impact on strengthening contextual science literacy that is relevant to the demands of the 21st century and the Society 5.0 era.Abstrak. Rendahnya literasi sains siswa Indonesia, yang tercermin dari skor PISA di bawah rata-rata OECD, menunjukkan adanya kesenjangan antara tujuan pendidikan dan praktik pembelajaran biologi yang masih berfokus pada hafalan dan teks. Integrasi pendekatan STEM (Science, Technology, Engineering, and Mathematics) menawarkan solusi dengan mengaitkan konsep sains pada konteks kehidupan nyata. Penelitian ini menggunakan metode tinjauan literatur sistematis terhadap sepuluh artikel nasional terbitan enam tahun terakhir yang diperoleh melalui Google Scholar. Hasil menunjukkan tren peningkatan publikasi, khususnya pada 2021, menandakan meningkatnya perhatian terhadap topik ini. Temuan utama menunjukkan bahwa pendekatan berbasis proyek (STEAM-PJBL), media digital interaktif seperti flipbook, dan E-LKPD berbasis STEM efektif meningkatkan literasi sains serta mendorong pembelajaran yang lebih partisipatif dan reflektif. Secara keseluruhan, integrasi STEM dalam pembelajaran biologi berdampak positif dalam memperkuat literasi sains kontekstual yang relevan dengan tuntutan abad ke-21 dan era Society 5.0.
The utilization of Augmented Reality in visualizing ecosystem concepts to create contextual and meaningful biology learning: A literature review Anha, Athaya Jilan Salsabila; Wendari, Anggi Salsabilla; Ananda, Rena Rizki; Alfitra, Muhammad Arya; Humaira, Putri
Journal of Biology Creative Education Vol 2, No 2 (2025): December
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v2i2.16320

Abstract

Abstract. The twenty-first century education requires innovation in the development of learning media that can communicate complex material more effectively than conventional media, such as blackboards, textbooks, or student worksheets (LKS). This innovation is necessary to bridge the gap between the complexity of the material and the limitations of traditional teaching methods. Complex topics like ecosystems are hard to observe directly, so they need to be visualized using interactive media. This study examines the use of Augmented Reality (AR) to visualize ecosystem concepts and enhance contextual biology learning. A Systematic Literature Review (SLR) of 923 articles obtained from Google Scholar (publication range 2020–2024) was selected based on specific inclusion–exclusion criteria, resulting in 10 relevant articles. Content analysis identified patterns in AR implementation. Results showed that AR enhances students' understanding, motivation, and engagement, with most studies using the Research and Development (R&D) model to develop effective learning media. Integrating local values and contextual approaches through AR strengthens education rooted in local wisdom while supporting scientific literacy, ecological empathy, and digital competencies.Abstrak. Pendidikan abad ke-21 menuntut adanya inovasi dalam pengembangan media pembelajaran yang mampu mengkomunikasikan materi kompleks secara efektif dibandingkan media konvensional, seperti papan tulis, buku teks, atau lembar kerja siswa (LKS). Inovasi ini diperlukan untuk menjembatani kesenjangan antara kompleksitas materi dengan keterbatasan metode pengajaran tradisional. Materi yang kompleks seperti topik ekosistem sulit diamati secara langsung, sehingga perlu divisualisasi dengan media interaktif. Studi ini mengkaji penggunaan Augmented Reality (AR) untuk memvisualisasikan konsep ekosistem dan meningkatkan pembelajaran biologi yang kontekstual. Systematic Literature Review (SLR) terhadap 923 artikel diperoleh dari Google Scholar (rentang publikasi 2020–2024) diseleksi berdasarkan kriteria inklusi–eksklusi tertentu hingga diperoleh 10 artikel yang relevan. Analisis isi mengidentifikasi pola implementasi AR. Hasil menunjukkan bahwa AR meningkatkan pemahaman, motivasi, dan keterlibatan siswa, dengan sebagian besar studi menggunakan model Research and Development (R&D) untuk mengembangkan media pembelajaran yang efektif. Integrasi nilai lokal dan pendekatan kontekstual melalui AR memperkuat pendidikan berbasis kearifan lokal sekaligus mendukung literasi sains, empati ekologis, dan kompetensi digital. 
The Influence of the guided discovery learning model on student learning outcomes in biology learning: A literature study Sari, Dini Aprilia; Rahmi, Mutiya; Rehlah, Rehlah; Aulia, Rizka; Rahmah, Siti
Journal of Biology Creative Education Vol 2, No 2 (2025): December
Publisher : UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bioco.v2i2.16335

Abstract

Students’ learning outcomes in biology remain relatively low, primarily due to instructional methods that fail to actively engage learners. This gap is crucial, as current curricula emphasize student-centered learning and the development of 21st-century skills. One promising solution is the implementation of the Guided Discovery Learning (GDL) model, which encourages students to discover concepts independently with structured guidance while keeping them actively involved. This study aims to analyze the impact of GDL on student learning outcomes through a literature review. This study was conducted using a descriptive qualitative method through a literature review of national journal articles. Articles were obtained from google scholar using the keywords guided discovery learning model, student learning outcomes, and biology education. The data were analyzed using content analysis. The findings show that GDL-related publications peaked in twenty twenty-two. All selected studies found the GDL model effective in improving cognitive, affective, and psychomotor outcomes, as well as motivation, engagement, and critical thinking. Thus, GDL is recommended as an effective instructional model in biology education.Abstrak. Hasil belajar siswa pada mata pelajaran biologi masih tergolong rendah, terutama disebabkan oleh metode pembelajaran yang kurang melibatkan siswa secara aktif. Kesenjangan ini menjadi masalah penting karena kurikulum merdeka menuntut pembelajaran yang berpusat pada siswa dan mampu mengembangkan keterampilan abad ke-21. Salah satu alternatif solusi yang ditawarkan adalah penerapan model pembelajaran Guided Discovery Learning (GDL). Model ini memberikan bimbingan kepada siswa dalam proses penemuan konsep, sehingga siswa tetap aktif namun tidak kehilangan arah. Tujuan penelitian ini adalah untuk menganalisis pengaruh model GDL terhadap hasil belajar siswa melalui studi literatur. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik telaah literatur terhadap artikel nasional. Artikel diperoleh dari database google scholar menggunakan kata kunci model pembelajaran guided discovey learning, hasil belajar siswa, dan pendidikan biologi. Data dianalisis menggunakan pendekatan analisis isi (content analysis). Hasil kajian menunjukkan bahwa publikasi terkait model GDL meningkat dalam lima tahun terakhir, dengan puncak pada tahun 2022. Dari 10 artikel yang dianalisis, seluruhnya menyatakan bahwa model ini efektif meningkatkan hasil belajar siswa, baik secara kognitif, afektif, maupun psikomotor. GDL juga terbukti meningkatkan motivasi, keaktifan, dan berpikir kritis siswa, sehingga relevan diterapkan untuk mengatasi rendahnya hasil belajar Biologi di sekolah. Dengan demikian, model GDL direkomendasikan sebagai model pembelajaran yang efektif dalam pembelajaran biologi.

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