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Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Published by Universitas Insan Budi Utomo
ISSN : 2528679X     EISSN : 25979833     DOI : https://doi.org/10.33503/ebio.v9i02
Core Subject : Economy, Science, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance
Edubiotik: Jurnal Pendidikan, Biologi dan Terapan aims to bridge the gap between research and practice, providing information, ideas, and opinions in biology research, teaching, and learning. Through coverage of policy and curriculum developments, the latest research results on biology teaching, learning, and assessment are brought to the surface. Edubiotik: Jurnal Pendidikan, Biologi dan Terapan accepts and publishes articles in the form of research in the fields of biology education, pure biology, and applied biology. All articles are published in English and undergo a peer-review process. The scope of Edubiotik: Jurnal Pendidikan, Biologi dan Terapan is focused on research in biology education, pure biology, and applied biology both in the topics discussed and the perspective of the discipline: 1. Biology teaching and learning materials at all levels of education; 2. Pure biology research developed or studied on sources, materials, or biology learning media (using the research and development/R&D paradigm); 3. Biology education curriculum at all levels of education; 4. Quasi-experiments, classroom action research (PTK), and Lesson Study in biology learning. Other qualitative research in biology education; 5. Evaluation/assessment of biology learning; 6. Professional issues/trends of teachers in biology education; 7. Environmental education; 8. All topics in applied biology.
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 208 Documents
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Enhancing environmental literacy and argumentation skills: Developing a PjBL-based interactive e-module integrating local ecological issues Yasma; Suwono , Hadi; Rahayu , Sofia Ery
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.2744

Abstract

Small islands face environmental threats from human activities and climate change, highlighting the need for contextual learning to empower students’ environmental literacy and argumentation skills in addressing these issues. This study aimed to develop a PjBL-based interactive e-module integrating local ecological issues from Sanrobengi Island to enhance high school students’ environmental literacy and argumentation skills. This study employed a Research and Development (R&D) design based on Plomp and Nieveen model, consisting of preliminary research, development or prototyping, and assessment phases. The effectiveness of the developed e-module was evaluated using a quasi-experimental pre-test-post-test non-equivalent control group design. The assessment phase involved tenth-grade students from SMA Negeri 5 Takalar, Indonesia, consisting of an experimental class (N = 30) and a control class (N = 27). Expert validation indicated that the e-module was highly valid and practical (>95%). Effectiveness testing revealed moderate improvements (N-Gain = 0.5) in the EL cognitive domains as well as in the argumentation skills. Conversely, the affective and behavioral dimensions of EL exhibited lower improvement (N-Gain = 0.3). Furthermore, ANCOVA results confirmed that the e-module significantly enhanced students’ cognitive EL and argumentation skills (p < 0.001), while its impact on the affective (p = 0.165) and behavior (p = 0.111) dimensions were not statistically significant. These findings suggested that the e-module effectively strengthened students’ cognitive foundation and argumentation skills. However, the relatively short intervention period and limited direct environmental engagement may have constrained improvements in students’ environmental attitudes and behaviors.
Reducing plant awareness disparity through botanipedia-enhanced project-based learning Bilbina , Kanza; Hernawati, Diana; Fitriani, Rita
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.1187

Abstract

Plant awareness disparity (PAD) refers to the limited attention, appreciation, and positive attitudes toward plants, which may hinder biodiversity conservation. This study aimed to determine the effectiveness of botanipedia-enhanced project-based learning (PjBL) in reducing PAD among high school students. A quantitative quasi-experimental study using a nonequivalent control group design was conducted with 60 tenth-grade students from SMA Negeri 2 Tasikmalaya, divided into 30 students in the experimental class (X-2) and 30 students in the control class (X-3). PAD was measured using a 24-item questionnaire administered on a four-point Likert scale. The instrument demonstrated satisfactory construct and empirical validity and high internal consistency (Cronbach's α = 0.835). Because the data violated the normality assumption, Quade’s rank analysis of covariance (ANCOVA) was employed to compare posttest scores while controlling for baseline pretest differences. The analysis revealed a significant treatment effect on PAD (p = 0.015) with a moderate effect size (partial η² = 0.098). These findings indicate that integrating a digital botanical encyclopedia into PjBL is an effective strategy for reducing PAD among high school students.
Augmented reality-based biology practicum guide on viruses to enhance digital literacy Herlina, Meti; Syahfitri, Jayanti
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.1192

Abstract

Digital literacy is essential in science education, where abstract concepts benefit from technology-supported visualization. However, conventional practicum materials frequently offer limited opportunities to develop these skills. This study examined the effectiveness of an Augmented Reality (AR)-based biology practicum guide on virus-related topics in improving students’ digital literacy. Using a quasi-experimental, non-equivalent control group design, the study involved 50 tenth-grade students at SMA Negeri 3 Rejang Lebong, Indonesia, split equally into an experimental group (AR guide, N = 25 and a control group (conventional material, N = 25). Data collected using a digital literacy questionnaire (technical, cognitive, and social-emotional dimensions) were analyzed using a t-test and N-Gain score (0.62 / 61.7%; effective) compared to the control group (0.28 / 28%; ineffective), with a very large effect size analysis (Cohen’s d = 2.76). These findings indicate that the AR-based biology practicum guide effectively enhances students’ digital literacy by supporting technology operation skills, critical information processing, and responsible digital engagement. Therefore, integrating AR into biology practicum activities represents a promising strategy for advancing 21st-century learning in secondary education.
Web-based biology e-module to improve scientific literacy and collaboration through Surili biodiversity context Pradiana, Maulani; Hindriana, Anna Fitri; Yadi Ismail, Agus
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.2520

Abstract

Scientific literacy and collaborative learning remain major challenges in biology education, particularly in ecosystem topics that often lack of meaningful contextualization. This study aimed to develop and evaluate a web-based biology e-module integrated with a WhatsApp chatbot and the Surili (Presbytis comata) biodiversity context to improve students’ scientific literacy and collaboration skills. The study employed a research and development (R&D) approach using the ADDIE model combined with a quasi-experimental design. A total of 67 tenth-grade students from MAN 3 Cirebon participated, involving an experimental class (N = 32) and a control class (N = 35). Product feasibility was assessed through expert validation, while effectiveness was evaluated using scientific literacy tests, collaboration observations, and student response questionnaires. The e-module achieved a very feasible category with an average expert validation score of 95%. The experimental group demonstrated significantly higher scientific literacy (ANCOVA, p < 0.001), with a higher N-Gain (0.705) than the control group (0.396). Collaboration skills also improved significantly (Mann–Whitney, p < 0.001). Students reported highly positive responses (85.05%). These findings suggest that integrating a WhatsApp chatbot, web-based e-module, and local biodiversity context effectively enhances scientific literacy and collaboration in biology education.
STEM in ecological issues (STEMCology): Block-based programming for computational thinking in pre-service elementary teachers Hikmatunisa, Nenden Permas; Nurussama, Alfiana; Rahayu, Teten Ginanjar; Nuraeni, Fitri; Wulan, Neneng Sri; Yogiarni, Tiara; Ravy, Hun
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.2581

Abstract

Pre-service elementary teachers face persistent challenges in developing computational thinking (CT) alongside ecological literacy, an area underexplored at the elementary teacher-education level and lacking a validated, population-specific instrument. This study designed and evaluated STEMCology, a design-based research (DBR) framework integrating STEM principles, biological ecological content, and Tynker block programming, to develop pre-service elementary teachers' CT competencies. A one-group pretest-posttest design was used with 74 participants from two classes at one university. The framework comprised four phases: analysis and exploration, identifying eight ecological anchor topics and contextualizing a 29-item, five-dimension CT scale; design and construction, where students built flowchart-guided, ecology-themed Tynker games; evaluation and reflection, in which MSI-converted CT scores showed statistically significant improvements across all five dimensions (p < 0.05), with creativity showing the largest gain (N-Gain = 0.401, medium category) and the remaining dimensions showing low-category gains (0.089 – 0.199); and redesign and refinement, where students revised their games based on evaluation findings to enhance ecological accuracy, logical structure, and playability. These findings suggest that ecologically grounded, block programming-based interventions can be meaningfully integrated into teacher education curricula to cultivate CT competencies in future elementary school teachers.
Preliminary antibacterial evaluation of Eucheuma cottonii gel hand sanitizer Sukmawati; Dewi , Nurul Kusuma; Cahyani, Nur Tri; Badaruddin, M Iksan
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.2686

Abstract

Marine-derived bioactive compounds have attracted increasing attention as natural antimicrobial agents for environmentally friendly hygiene products. Eucheuma cottonii, a red seaweed widely cultivated in Indonesia, contains phenolic compounds, flavonoids, and sulfated polysaccharides with potential antibacterial activity. This study examined the antibacterial activity of a hand sanitizer formulated with E. cottonii gel against selected pathogenic bacteria. Antibacterial activity was assessed using the disc diffusion method on Nutrient Agar against Escherichia coli FNCC 0091, Staphylococcus aureus FNCC 0047, and Salmonella typhimurium FNCC 0050. Treatments included E. cottonii gel hand sanitizer, a commercial hand sanitizer as a positive control, and distilled water as a negative control, each tested in triplicate. The E. cottonii gel hand sanitizer produced inhibition zones of 5 mm against E. coli, 10 mm against S. aureus, and 9 mm against S. typhimurium, whereas the commercial product produced inhibition zones of 2, 1, and 1 mm, respectively. These findings indicate that E. cottonii gel has promising preliminary antibacterial potential as a natural ingredient for hand sanitizer formulations, although further studies on formulation optimization, stability, and safety are urgently required.
Deep learning-based group investigation: Improving creative problem-solving in natural science learning Yudhistian, Yudhistian; Wulandari, Tabitha Sri Hartati
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.3168

Abstract

The urgent need for a structured instructional framework that elevates creative problem-solving efficacy necessitates the integration of a pedagogical deep learning approach focused on emotional and cognitive engagement, with the group investigation model. The research aims to examine the effects, effectiveness, and student perceptions regarding the implementation of a group investigation learning model based on a deep learning approach on students' creative problem-solving skills in natural science. Utilizing a quasi-experimental research design with a nonequivalent control group, this research evaluated a sample of 60 students (N = 30 per class). Data collection utilized pretests, posttests, rubrics, and response questionnaires, which were subsequently analyzed using descriptive percentages, hypothesis testing, N-Gain scores, and effect size values. The results showed a notable difference in creative problem-solving skills between the experimental and control groups (p = 0.001 < 0.05), with a high N-Gain score (0.71) and a very high effect size (1.85). Additionally, student responses were in the highly positive category (83.40%). It can be concluded that integrating deep learning into the group investigation model effectively improves creative problem-solving skills in natural science. The study implies that this innovative learning framework can be adopted as an alternative strategy to foster creative problem-solving skills.
Organic pollution level and water quality in Poso river with macroinvertebrate indicators Indri Novayanti Gala; Shelvy Ferawati Rurua
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 7 No. 02 (2022): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v7i02.3731

Abstract

The Poso river is one of the rivers in the Poso Regency that is utilized as a water source and channeled to people's homes by the Regional Drinking Water Company. There are also people who take water directly from the river for consumption. However, there is a lot of garbage/waste found on the banks and bodies of the river due to the economic and social activities of the people living along the Poso river. There are several home industries that dispose of their industrial waste directly into the Poso river, causing pollution that affects the water quality of the Poso river. The objective of this study was to analyze the level of organic pollution and water quality in the Poso river with macroinvertebrates as biological indicators. The research samples were all macroinvertebrates found at the time of sampling at each station. Data collection/sampling was conducted at four stations, namely station 1 in residential areas; station 2 at the central market and industrial activity; station 3 in the tofu factory; and station 4 in the estuary area. Data was collected by determining the point for sampling first. The bottom substrate of the Poso river was mud so that macroinvertebrates could only be collected by sweeping techniques. The data analysis technique used was the FBI (Family Biotic Index) formula. The results showed that there were 10 taxa of macroinvertebrate biota families obtained at all research stations with a Family Biotic Index (FBI) value of 6.13. This means that the water quality of the Poso river in the Poso Kota Selatan and Poso Kota Sub-districts is rather poor.
Development of a critical thinking assessment instrument based on Dieng's local context Fadilah, Solikhah Isti; Sriyati, Siti; Amprasto, Amprasto; Irawan, Tb Moh Irma Ari
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.1622

Abstract

Critical thinking is a crucial core competency in biology education; however, authentic assessments that integrate local wisdom remain limited. This study addresses the need for a valid and reliable critical thinking assessment instrument based on the local context of Dieng. An exploratory sequential mixed-method design was employed, encompassing stages of qualitative exploration, instrument development, expert validation, readability testing, and field trials. The limited trials were conducted on two groups consisting of 31 and 32 students, respectively, followed by a large-scale trial involving 201 senior high school students. Quantitative data were analyzed using the Rasch model with Winsteps version 3.73 to examine item validity, reliability, and unidimensionality. The qualitative findings identified four forms of local wisdom and fifteen local potentials of Dieng that were relevant to biology learning in Phases E and F of the Merdeka Curriculum. The Rasch analysis showed that the developed instrument demonstrated excellent item reliability (0.96) and acceptable unidimensionality (21.7%). In conclusion, this study successfully developed a psychometrically valid critical thinking assessment instrument that integrated Dieng local wisdom as an authentic context in biology learning. The instrument met validity and reliability criteria and was suitable for measuring students’ critical thinking skills in a contextual and meaningful manner.
Analysis of biology multiple-choice questions using classical test theory and Rasch model Kartikasari, Ratriana; Sugiharto, Bowo
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.1816

Abstract

Quality education requires accurate assessment to measure students' learning outcomes. Multiple-choice tests play a central role in biology education, but their psychometric properties require careful evaluation to ensure valid and reliable measurement. This study aimed to evaluate the quality of Biology multiple-choice test items by comparing the results of Classical Test Theory (CTT) and the Rasch model. A descriptive quantitative design involved 70 Grade 12 students and selected through purposive sampling. Data were collected using a 30-item Biology end-of-semester multiple-choice test. Students' responses were analyzed using CTT in Microsoft Excel and the Rasch model in Winsteps. CTT identified 25 valid items and five invalid items, whereas the Rasch model classified 14 items as fit and 16 as misfit. Both approaches demonstrated high reliability. CTT categorized item difficulty into two levels, whereas the Rasch model identified three levels, as supported by the Wright map and scalogram analyses. The study evaluated item discrimination using score distributions in CTT, whereas the Rasch model distinguished item difficulty from person ability using bubble charts. Only the Rasch model detected Differential Item Functioning (DIF), providing additional evidence of item fairness. These findings highlight the complementary strengths of CTT and the Rasch model in improving the quality of educational assessment.

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