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Tim Editor Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Palembang Jl. Jendral A. YAni, 13 Ulu, Seberang Ulu II, Palembang, Sumatera Selatan
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INDONESIA
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi
Published by Universitas Muhammadiyah Palembang
ISSN : 25495267     EISSN : 25797352     DOI : https://doi.org/10.32502/didaktikabiologi.v8i1
Core Subject : Education,
Education
Focus and Scope of Didaktika Biologi: 1. Motivation, perception and profiles of educators and learners in learning process and biological learning 2. Development and application of learning sources and media 3. Design of biological learning 4. Application of biological learning in schools (classroom action research and quasi experimental research) 5. Evaluation of biology education 6. Lesson study
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 37 Documents
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Revisiting Biology Learning: The Impact of a Cohort-Based Longitudinal Implementation of RQA on Students’ Problem-Solving Skills Nindiana Choirunisa'; Susriyati Mahanal; Sulisetijono; Siti Zubaidah
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 2 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v10i2.1805

Abstract

Problem-solving skills are essential competencies in biology education, enabling students to analyze problems, evaluate evidence, and construct logical solutions. Although various learning models have been developed to enhance these skills, most studies have focused on short-term instructional outcomes. Limited research has examined their sustained development through cohort-based longitudinal implementation characterized by stable learning groups, continuous interaction, and shared learning experiences. This study investigated the effect of cohort-based longitudinal implementation of the Reading–Questioning–Answering (RQA) learning model on high school students’ problem-solving skills in biology. A quasi-experimental design involved an experimental group (RQA) and a control group (conventional learning) at SMAN 9 Malang City, Indonesia. The same cohort participated in continuous learning from Grade 10 to Grade 11 over two consecutive semesters, enabling longitudinal examination of skill development. Problem-solving skills were measured using a standardized essay test administered as pretest and posttest. Data were analyzed using ANCOVA and effect size analysis. The results showed a significant effect of the learning model on problem-solving skills (F = 35.711, p < 0.001), with a large effect size (partial η² = 0.217). These findings indicate that cohort-based longitudinal RQA implementation effectively promotes sustained development of problem-solving skills in biology learning.
Pemetaan Tipologi Pemahaman Konseptual Mahasiswa dalam Penentuan Basis Logaritma Pada Indeks Shannon-Wiener Lia Auliandari; Marlina Ummas Genisa
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 2 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v10i2.1826

Abstract

Pemahaman terhadap basis logaritma pada Indeks Shannon-Wiener merupakan prasyarat penting bagi interpretasi kuantitatif keanekaragaman hayati, namun aspek ini masih jarang dikaji dari perspektif literasi matematis-biologis mahasiswa. Penelitian ini bertujuan menganalisis pemahaman konseptual mahasiswa dalam menentukan dan memaknai basis logaritma pada Indeks Shannon-Wiener sebagai representasi literasi matematis-biologis. Penelitian menggunakan pendekatan kualitatif eksploratif terhadap mahasiswa yang telah menempuh mata kuliah Ekologi atau materi terkait keanekaragaman hayati. Data dikumpulkan melalui kuesioner terbuka-terarah dan dianalisis menggunakan analisis tematik, kemudian diverifikasi melalui focus group discussion bersama ekolog dan matematikawan serta analisis dokumen. Hasil penelitian menunjukkan bahwa disparitas literasi tidak hanya berupa kesenjangan antara kemampuan prosedural dan pemahaman konseptual, tetapi membentuk tiga tipologi profil mahasiswa, yaitu Praktisi Prosedural (68,29%), Pembelajar dengan Literasi Terbatas (19,51%), dan Konseptualis Terputus (12,20%). Mayoritas mahasiswa mampu menggunakan rumus Indeks Shannon-Wiener secara prosedural, tetapi belum memahami dasar matematis pemilihan basis logaritma, makna satuan entropi, maupun keterkaitannya dengan Effective Species Numbers (ESN). Temuan ini memberikan kontribusi berupa pemetaan profil pemahaman konseptual mahasiswa sebagai dasar pengembangan pembelajaran ekologi kuantitatif yang lebih adaptif. Secara pedagogis, penelitian ini merekomendasikan rekonstruksi silabus melalui integrasi eksplisit konsep logaritma, entropi, dan ESN, disertai aktivitas berbasis interpretasi data dan pemecahan masalah biodiversitas agar pembelajaran bergeser dari orientasi prosedural menuju literasi kuantitatif yang konseptual dan aplikatif.
Managing Students’ Cognitive Load on the Immune System Topic Through the Imunopoli Board Game Nurul Inayah; Adi Rahmat; Sariwulan Diana; Dewi Susanti; Muhamad Wafda Jamil
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 2 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v10i2.1891

Abstract

The complexity of immune system content may impose a high cognitive load if the instructional design fails to accommodate the limitations of working memory. This study aims to manage students’ cognitive load and describe the correlations among cognitive load aspects in IMUNOPOLI board game-based learning. The study employed a quasi-experimental method with a non-equivalent control group post-test only design involving 60 Grade XI students from a senior high school in Bandung. The cognitive load aspects, including Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), and Germane Cognitive Load (GCL), were measured using a 10-item questionnaire. Data were analyzed using inferential statistics, correlation analysis, and effect size. The results showed a significant difference between the two groups and a moderate effect on ECL (p = 0.047; d = 0.530) during the second meeting. This finding indicates that IMUNOPOLI reduce students’ ECL, particularly during the initial learning session. However, this effect was not consistent, as no significant differences were found in ICL, ECL during the fourth meeting, or GCL, while the correlations among the cognitive load aspects ranged from moderate to very weak. Future studies are recommended to extend the intervention duration, incorporate a pre-test, and combine subjective measures with students’ learning outcomes.
Development and Content Validation of a Socioscientific Problem-Solving Skills Instrument in Biology Education: an Animal Conservation Context Anwari Adi Nugroho; Suwarto Suwarto; Agus Purwanto; Hemalia Susanti; Tyas Indriasari; Alem Abdildauly
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 2 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ycxbq839

Abstract

This study aimed to develop and establish the content validity of a Socioscientific Problem-Solving Skills (SSPS) instrument for biology education in the context of animal conservation. A research and development design was employed using a modified Delphi method. The instrument integrates four socioscientific issue (SSI) components scientific evidence, moral reasoning, stakeholder perspectives, and uncertainty with four problem-solving dimensions. Ten experts evaluated the instrument, and data were analyzed using Aiken’s V coefficient. The instrument comprises eight open-ended essay items representing four SSPS dimensions. After one round of expert evaluation and refinement, all items met acceptable content validity criteria, with Aiken’s V coefficients ranging from 0.78 to 1.00 across five validation aspects. Minor revisions were made to construct alignment and contextual representation based on qualitative expert feedback. These findings indicate that the instrument is conceptually grounded and multidimensional, with adequate content validity for assessing cognitive and socio-ethical aspects of problem solving in animal conservation contexts. The study was limited to expert-based content validation and did not include empirical testing with students. Further empirical validation is needed to examine its construct validity and reliability, particularly among pre-service biology teachers. The instrument provides a framework for integrating SSI and problem-solving in biology education.
Unseen Barriers in Invertebrate Practicals: Students' Cognitive, Logistical, and Affective Experiences Bimo Aji Nugroho; Imudya Putri Hanifah
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 2 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/2sjad092

Abstract

Lecturers often overlook obstacles in the practical learning process. These obstacles in the practical process are dynamic elements that the lecturer has designed. As a result of the overlooked obstacles, students feel unfairly treated during the practical process. Therefore, this research aims to explore students' subjective experiences in order to uncover the obstacles and dynamics involved in the practical process. A qualitative approach was used to gather data from 73 students through open-ended questionnaires. Data were analyzed using thematic analysis, with validation through peer debriefing techniques and inter-coder agreement to ensure validity. The research results identified four themes: (1) the density of class material and the need for pre-practical guidance; (2) obstacles due to geographical distance and group discrimination; (3) the affective transformation of students and the importance of the lecturer's presence in the field; and (4) damage to documents on devices and bias in grading penalties. These findings demonstrate that lecturers have overlooked obstacles in the practical process. This indicates that these obstacles will lower confidence in the classroom due to the inability to engage in the practical process. As a recommendation, lecturers need to implement a process-oriented assessment rubric, provide logistical flexibility for field assignments, and offer space for offline report writing.
Disparitas Keterampilan Berpikir Kritis Mahasiswa Calon Guru Biologi Ditinjau Melalui Pendekatan Rasch Model Sulton Nawawi; Asni Johari; Revis Asra; Evita Anggereini
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 1 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v10i1.2267

Abstract

Keterampilan berpikir kritis merupakan kompetensi penting bagi calon guru biologi dalam mendukung kemampuan analisis, evaluasi, dan pemecahan masalah ilmiah. Penelitian ini bertujuan mendeskripsikan profil dan disparitas keterampilan berpikir kritis calon guru biologi menggunakan analisis Rasch.  Penelitian menggunakan pendekatan kuantitatif deskriptif terhadap 69 mahasiswa dari dua perguruan tinggi di kota Palembang. Instrumen menggunakan tes berpikir kritis yang dikembangkan oleh Lauren B. Starkey, lalu dianalisis menggunakan model Rasch melalui Winsteps versi 3.73, dimana dari hasil penelitian menunjukkan instrumen memiliki reliabilitas aitem 0,88, reliabilitas responden 0,86, Cronbach’s Alpha 0,89, dan memenuhi  kriteria minimal unidimensionalitas (31,2%). Hasil penelitian pada 2 kampus menunjukkan bahwa sebanyak 52,17% berada pada kategori sangat rendah, 4,35 % kategori rendah, 21,74% kategori tinggi, dan 21,74% kategori sangat tinggi. Namun, pada kampus A didominasi kategori sangat rendah dan rendah 60,87% sedangkan kampus B didominasi 52,16% di kategori sangat tinggi dan tinggi. Meski demikian, berdasarkan hasil Differential Item Functioning (DIF) ditemukan bahwa kampus A ternyata memiliki kelebihan dalam mengevaluasi informasi, menilai kualitas argumen, serta memberikan pertimbangan terhadap alternatif solusi berdasarkan bukti yang tersedia. Temuan ini menunjukkan bahwa pendekatan Rasch dapat mengungkap profil dan disparitas keterampilan berpikir kritis calon guru biologi, sekaligus menjadi dasar penguatan pengembangan keterampilan berpikir kritis calon guru biologi.
Pengembangan Booklet Keanekaragaman Serangga Tanah Bukit Wangkang sebagai Sumber Belajar Biologi SMA Berbasis Potensi Lokal Ninda Meiliana; Hanum Mukti Rahayu; Nuri Dewi Muldayanti
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 2 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v10i2.2281

Abstract

Pembelajaran keanekaragaman hayati di tingkat SMA saat ini sebagian besar masih mengandalkan buku teks dan buku kerja siswa, dengan minimnya pemanfaatan sumber belajar baru. Penulisan ini bertujuan untuk mengembangkan serta mengkaji kelayakan dan kepraktisan penggunaan sebuah buklet mengenai keanekaragaman hayati serangga tanah di Bukit Wangkang sebagai sarana pembelajaran Biologi SMA. Penelitian ini menggunakan pendekatan Research and Development (R&D) yang berfokus pada tahapan Analisis, Desain, dan Pengembangan dari model ADDIE. Penulisan ini mengintegrasikan data hasil penulisan eksplorasi biologi berupa keanekaragaman serangga tanah sebagai substansi materi atau konten dalam produk booklet yang dikembangkan. Hasil penulisan menemukan 9 spesies serangga tanah(H′= 1,606; E= 0,731; D= 0,265) yang kemudian diintegrasikan ke dalam booklet. Hasil validasi ahli menunjukkan booklet sangat layak (materi 88,57%, media 93,70%, bahasa 97,22%). Uji kepraktisan juga berkategori sangat praktis (respons siswa  88,26%; guru 100%). Dengan demikian, tujuan menghasilkan bahan ajar yang layak dan praktis telah terpenuhi. Implikasinya, booklet berbasis potensi lokal ini dapat menjadi alternatif sumber belajar kontekstual untuk meminimalkan ketergantungan pada buku teks dan LKS konvensional.

Page 4 of 4 | Total Record : 37

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