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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 31 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.
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.

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