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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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Digital literacy and student creativity in learning technology: An ex post facto analysis Nurlia; Marjuno, Siti Aisyah; Fahru, Almira Rayyah Shadria; Samaduri, Alwia
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.v11i01.2061

Abstract

Digital literacy is essential in higher education because students are expected not only to use technology but also to optimize it to develop creativity. This study aimed to describe students’ digital literacy and creativity levels and examine the relationship between the two variables. A quantitative ex post facto study with a correlational design was conducted involving 54 Biology Education students at Universitas Muhammadiyah Luwuk, Central Sulawesi, selected through total sampling. Data were collected using validated and reliable Likert-scale questionnaires consisting of 20 items each. Descriptive statistics and Spearman’s rank correlation were employed for data analysis. The results showed that students’ digital literacy was in the high category (M = 3.46), with the highest scores in digital security and ethics. Students’ creativity was also high (M = 3.60), with the highest scores in social impact and idea value. Correlation analysis revealed a positive relationship between digital literacy and creativity (r = 0.155, p > 0.05), indicating that the relationship was very weak and not statistically significant. These findings suggest that despite the positive trend, digital literacy cannot be definitively confirmed as having a strong contribution to student creativity. This suggests that creativity is likely influenced by various factors other than digital literacy. The findings are limited by the small sample size, single study location, and reliance on self-reported data.
Developing blended argumentative inquiry learning model to enhance digital literacy and critical thinking of biology students Anwar, Muhamad Khoirul; Suratno, Suratno; Kusumaningtyas, Zulmi; Nabila, Zahra
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.v11i01.2125

Abstract

Digital literacy and critical thinking are essential competencies for biology students in the digital era. However, students often face challenges in evaluating digital information and constructing evidence-based arguments. This study aimed to develop a Blended Argumentative Inquiry Learning (BAIL) model and evaluate its effectiveness in improving digital literacy and critical thinking skills. The model was developed using the ADDIE model, which consisted of five stages: analysis, design, development, implementation, and evaluation. Participants were 62 undergraduate students of the Biology Education Study Program at Jember University. Data were collected through expert validation questionnaires, observation sheets, digital literacy questionnaires, and critical thinking tests. The validity and feasibility of the model were determined through expert evaluation, while effectiveness was analyzed using N-Gain scores and independent-samples t-tests. The results showed that the BAIL model was valid with expert validation score of 86% and feasible for implementation. The model effectively improved digital literacy, with the experimental group achieving a higher N-Gain score (0.41) than the control group (0.24). Critical thinking skills were also improved significantly (p = 0.025). These findings indicated that the BAIL model was an effective learning model for enhancing digital literacy and critical thinking for undergraduate biology student implemented through structured blended inquiry-based and argumentation-oriented learning activities.
Medicinal plant diversity and conservation status assessment in Sapen forest, East Java Ainiyah, Roisatul; Nugroho , Endik Deni; Ardiansyah , Reza; Fathurrohman, Amang; Ahwan , Zainul; Dayat , Muhammad; Wibisono, Mulyono
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.v11i01.2400

Abstract

Sapen Forest harbors high plant diversity, yet information on its medicinal plant resources and their conservation status has remained limited. This study aims to document medicinal plant diversity and evaluate its conservation status in Sapen Forest, East Java, Indonesia. Field surveys were conducted in 2021 within a 5-ha area using 36 systematically established sampling plots. Medicinal plant species were inventoried, vegetation structure was analyzed using the Importance Value Index (IVI), and conservation status was evaluated according to the International Union for Conservation of Nature (IUCN) Red List. Species were identified to the species level, and their traditional medicinal uses were compiled from published literature. A total of 68 medicinal plant species belonging to 38 families were recorded. Ageratina riparia exhibited the highest IVI (23.20), followed by Alternanthera sessilis (20.82) and Synedrella nodiflora (14.68). The Shannon–Wiener diversity index (H') was 3.05, indicating high medicinal plant diversity. Most species were classified as Not Evaluated (NE), while five species were categorized as Least Concern (LC) and one cultivated species, Brugmansia suaveolens, as Extinct in the Wild (EW). These findings demonstrate that Sapen Forest is an important reservoir of medicinal plant diversity and provides baseline information to support biodiversity conservation and the sustainable management of medicinal plant resources.
Nitrogen and photosynthetic pigments in Cattleya maxima protocorms under LED spectra Rahmadhani, Destiara Wulan; Setiowati, Frida Kunti; Sulisetijono, Sulisetijono
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.v11i01.2442

Abstract

Cattleya maxima is a valuable ornamental orchid with limited seed availability, making in vitro culture important for mass propagation. This study aimed to optimize protocorm quality through modification of ½ MS supplemented with Plant Growth Regulators (NAA + BAP) and glutamine under blue (455–480 nm) and white light irradiation. Media were evaluated: ½ MS, ½ MS + PGRs, ½ MS + glutamine, and ½ MS + PGRs + glutamine. Total nitrogen was measured using the Kjeldahl method and analyzed using two-way ANOVA, while chlorophyll a, chlorophyll b, total chlorophyll, and carotenoids were analyzed using MANOVA. Culture medium significantly affected total nitrogen and photosynthetic pigments. The highest total nitrogen was recorded in ½ MS + glutamine, likely reflecting nitrogen accumulation from glutamine rather than active assimilation. Chlorophyll a and b were highest in ½ MS and ½ MS + PGRs, with no significant difference, while total chlorophyll and carotenoids were highest in ½ MS + PGRs. Glutamine supplemented reduced pigment accumulation, growth, and protocorm quality, producing pale green to translucent white protocorms. In contrast, media without glutamine produced greener protocorms with better growth. Spectrum effects were evaluated descriptively, white light tended to support growth, while blue light enhanced green coloration.
STEM-based Pure Water Kit: Enhancing science process skills and environmental awareness in support of SDGs Rahmah, Nafisah Maulidah; Susantini, Endang; Majid , Dewi Firta Amalia; Suaidah, Husfina Lailiyatus; Rukmana, Rinaldiyanti
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.v11i01.2624

Abstract

Science process skills (SPS) and environmental awareness are essential 21st-century competencies that remain insufficiently developed among high school students in Indonesia. This study aimed to analyse the improvement of students' SPS following STEM-based learning using the Pure Water Kit on the topic of environmental pollution, and describe students' environmental awareness after the learning process. A one-group pretest–posttest design was employed with 36 tenth-grade students at SMAN 1 Krian, Sidoarjo, selected through purposive sampling. Three instruments were used: a five-item SPS test (Cronbach's α = 0.74; highly valid, ā = 3.8/4.0), a STEM-based Student Worksheet, and a nine-item Guttman-scale environmental awareness questionnaire (α = 0.81; highly valid, ā = 3.6/4.0). The Pure Water Kit was validated by three experts (mean score = 3.8/4.0; highly valid). Results showed that the mean pretest score of 73.95 increased to 93.64 on the posttest (N-Gain = 0.82; high category). The Wilcoxon signed-rank test confirmed statistical significance (Z = −5.257, p < 0.001; Cohen’s d = 2.43). Post-intervention, environmental awareness reached 96.3% (very high category). These findings indicate that the STEM-based Pure Water Kit effectively enhances SPS and environmental awareness in a single-group classroom setting. Finally, the findings have implications for SDG 4 (Quality Education) and SDG 6 (Clean Water and Sanitation) but should not be generalised beyond this specific context.
Identifying misconceptions in Plantae classification using a four-tier diagnostic test Al Fitrah, Ikhtiar Amadea; Wisanti, Wisanti; Zubaidah, Siti
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.v11i01.2913

Abstract

Misconceptions are understandings that contradict scientific concepts. This study aims to identify misconceptions among 11th-grade students in Surabaya regarding the Plantae classification based on the results of the four-tier diagnostic test (KlasPlant-4T). This study is a descriptive survey to objectively describe misconceptions and level of misconceptions. The research sample consisted of 115 11th-grade students from 9 high schools in Surabaya who were selected using simple random sampling technique. The instrument used was KlasPlant-4T, consisting of 10 questions Plantae classification, arranged in four levels. The research stages included the preparation and implementation of the KlasPlant-4T. The KlasPlant-4T test resulted in validity score of 90% (highly valid) and Cronbach alpha reliability score of 0.69 (reliable). Data analysis used simple statistics, including category percentages and levels of misconception. The results of this study showed that students’ conceptual profiles consisted of the conceptual understanding (23%), partial understanding (34%), misconceptions (24%), and not understanding (19%). The levels of misconception were low (70%), moderate (23%), and high (7%). The misconceptions found included the classification of Gnetum gnemon (38%), rules for writing scientific nomenclature (29%), and characteristics of members of the Plantae Kingdom (13%). Thus, KlasPlant-4T tests can be recommended to help teachers in designing the learning that minimizes misconceptions in Plantae classification.
Deep learning in biotechnology: Comparing PjBL and direct instruction on students’ critical and creative thinking skills Isrul, Muhammad; Azis, Andi Asmawati; Nurhayati, B.; Daud, Firdaus; Palennari, Muhiddin
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.v11i01.3140

Abstract

Developments in 21st-century education highlight critical and creative thinking as essential competencies that must be strengthened in biology learning, especially in biotechnology, which requires analysis, problem-solving, and science-based decision-making. However, empirical evidence on the integration of deep learning approaches into project-based learning (PjBL) and direct instruction models in biotechnology learning remains limited. This study aimed to analyze the effect of integrating deep learning approaches into PjBL and direct instruction on students’ critical and creative thinking skills. A quasi-experimental non-randomized pretest–posttest control group design was employed. The participants were 72 twelfth-grade students from State High School 3 Makassar, equally assigned to two groups. The experimental group learned through PjBL integrated with deep learning, whereas the control group learned through direct instruction integrated with deep learning. Data were collected using critical and creative thinking skills tests and analyzed using ANCOVA. The results showed that the instructional model significantly affected students’ critical thinking skills, with p-value = 0.005 (p < 0.05), and creative thinking skills, with p-value = 0.018 (p < 0.05). Students taught through PjBL integrated with deep learning obtained higher scores than those taught through direct instruction. Therefore, this model is more effective for biotechnology learning overall.
Free nutritious meal program and healthy eating behavior: The mediating roles of knowledge and awareness Masdar, Rinaldi; Taiyeb, A. Mushawwir; Jamaluddin, Asham Bin; Daud, Firdaus; Syamsiah
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.v11i01.3182

Abstract

The Free Nutritious Meal Program (FNMP), known in Indonesia as Makan Bergizi Gratis (MBG), is a government initiative designed to improve students' nutritional status and promote healthy eating behavior. However, evidence regarding how the program influences students’ eating behavior remains limited. This study examined the effect of FNMP implementation on healthy eating behavior, digestive system knowledge, and nutritional awareness, as well as the mediating roles of knowledge and awareness. A cross-sectional survey was conducted among 622 eleventh-grade students from five public senior high schools in Makassar, Indonesia, selected through multistage sampling. Data were collected using questionnaires and multiple-choice tests and subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that the FNMP implementation had a significant positive effect on healthy eating behavior (β = 0.089, p = 0.043). However, the FNMP implementation did not significantly affect digestive system knowledge or nutritional awareness. Consequently, neither variable mediated the relationship between FNMP implementation and healthy eating behavior. These findings indicate that the FNMP directly improves healthy eating behavior through school-based interventions. Integrating nutrition education into the program may strengthen its effectiveness in promoting sustainable healthy eating practices among students.

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