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Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi)
Published by Asosiasi Riset Ilmu Pendidikan Indonesia
ISSN : 30635977     EISSN : 30892503     DOI : 10.61132
Core Subject : Education,
Education Other
Jurnal Cakrawala Pendidikan dan Biologi, adalah jurnal yang diterbitkan oleh Asosiasi Riset Ilmu Pendidikan Indonesia, Jurnal ini menyelidiki hubungan antara pendidikan dan ilmu biologi, menyoroti aplikasi ilmu biologi dalam konteks pendidikan. Setiap edisi membahas pengajaran biologi, inovasi kurikulum, teknologi dalam pendidikan biologi, dan penelitian tentang metode pengajaran. Metode penelitian kualitatif, kuantitatif, studi kasus, dan tinjauan literatur digunakan untuk mendalami interaksi ini. Jurnal ini berperan dalam memperbaiki praktik pengajaran biologi dan memperluas pemahaman ilmu biologi dalam konteks pendidikan. Relevan bagi akademisi, peneliti, guru, dan praktisi pendidikan biologi yang mencari inovasi berbasis bukti. Jurnal ini terbit 1 tahun 4 kali (Maret, Juni, September dan Desember).
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 105 Documents
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Keanekaragaman Hayati sebagai Sumber Belajar Kontekstual dalam Kurikulum Pendidikan Biologi Banyu Saputra; Arya Kertanegara Dharma; Gilang Prabaswara Kusuma
Jurnal Cakrawala Pendidikan dan Biologi Vol. 1 No. 3 (2024): September: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

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Abstract

Biodiversity is an essential learning source in biology education, providing contextual and meaningful experiences for students. This study aims to explore the integration of biodiversity as a contextual learning source within the biology curriculum. The research employs a qualitative approach through literature studies and case studies in selected schools. Findings indicate that utilizing biodiversity in learning enhances students' ecological awareness, critical thinking, and problem-solving skills. Moreover, it fosters a sense of environmental responsibility. The study highlights the importance of developing instructional strategies that effectively integrate local biodiversity into the curriculum. These findings have significant implications for curriculum designers and educators in promoting contextual and sustainable biology learning.
Efektivitas Model Pembelajaran Berbasis Inkuiri dalam Meningkatkan Pemahaman Konsep Biologi Damar Wisanggeni; Fikri Handoko Pranata
Jurnal Cakrawala Pendidikan dan Biologi Vol. 1 No. 3 (2024): September: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

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Abstract

Inquiry-based learning is a pedagogical approach that encourages students to actively construct their knowledge through exploration and questioning. This study aims to analyze the effectiveness of the inquiry-based learning model in improving students' conceptual understanding of biology. The research employs a quasi-experimental design with a pre-test and post-test control group. Data were collected from high school students and analyzed using statistical tests to compare learning outcomes between the experimental and control groups. The findings indicate that students who learned through inquiry-based methods demonstrated significantly higher conceptual understanding than those in traditional learning settings. These results suggest that the inquiry-based learning model can enhance students' critical thinking skills and conceptual mastery, making it a valuable approach for biology education. The study's implications highlight the need for integrating inquiry-based learning in science curricula to foster deeper understanding and engagement among students.
Pemanfaatan Media Digital Interaktif dalam Pembelajaran Biologi untuk Meningkatkan Motivasi Siswa Satria Bramantyo Putra; Surya Atmadja Wicaksono; Rakha Wiratama
Jurnal Cakrawala Pendidikan dan Biologi Vol. 1 No. 3 (2024): September: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

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Abstract

The integration of interactive digital media in biology learning has become an innovative approach to enhancing student motivation. This study aims to investigate the impact of interactive digital media on students' engagement and learning outcomes in biology. A quantitative research method was employed, utilizing a quasi-experimental design with pre-test and post-test assessments. The participants consisted of high school students divided into experimental and control groups. The experimental group used interactive digital media, while the control group followed traditional learning methods. The findings indicate that students who utilized interactive digital media demonstrated a significant increase in motivation and academic performance compared to those in the control group. The study highlights the effectiveness of digital media in fostering an engaging learning environment, suggesting its broader application in science education
Peran Pembelajaran Berbasis Lingkungan dalam Menumbuhkan Kesadaran Konservasi pada Siswa Tegar Adinata; Jatmiko Bramantyo Setiawan
Jurnal Cakrawala Pendidikan dan Biologi Vol. 1 No. 3 (2024): September: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v1i3.184

Abstract

Environmental-based learning plays a crucial role in fostering students' conservation awareness by integrating real-world experiences into the educational process. This study aims to analyze the effectiveness of environmental-based learning in increasing students' awareness and responsibility toward environmental conservation. A qualitative approach was employed, involving observations, interviews, and document analysis in schools that implement environmental-based learning programs. The findings reveal that hands-on experiences, such as outdoor learning activities and school-based conservation projects, significantly enhance students' ecological awareness and proactive attitudes toward environmental preservation. The implications of this study highlight the importance of integrating environmental education into the curriculum to cultivate a sustainable mindset among students.
Pelatihan Pengelolaan Daun Kering Menjadi Pupuk Kompos di SMA Muhammadiyah 1 Pekanbaru Rury Bunga Dahliati; Audhytia Romadona; Qonaah Nuryan Arif
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 1 (2025): Maret: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i1.197

Abstract

The management of dry leaves into compost at SMA Muhammadiyah 1 Pekanbaru as part of the implementation of the P5 program is an innovative step in reducing organic waste and maintaining the cleanliness of the school environment. The composting process, which involves students, not only produces beneficial natural fertilizer but also provides learning experiences on waste management and organic farming. Additionally, the use of EM4, sugar, and water helps accelerate the decomposition of organic materials, allowing the compost to be ready for use in a shorter time. This program benefits the school, students, and the community in terms of cleanliness, sustainability, and environmental education. This initiative aims to raise environmental awareness and encourage its application in daily life.
Optimalisasi Pembelajaran IPA melalui Inkuiri Terbimbing dengan Google Lens untuk Meningkatkan Hasil Belajar Siswa Kelas VII SMP PGRI Poopo Dani Lii; Masje Wurarah; Aser Yalindua
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 1 (2025): Maret: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i1.210

Abstract

The issue faced in current learning is that it is still teacher-centered, which leads to low student interest and motivation in learning. Additionally, students' attention during lessons is lacking, and they tend to get bored, resulting in poor learning outcomes. This study aims to examine the application of the Guided Inquiry learning model assisted by the Google Lens application to improve the science learning outcomes of seventh-grade students at SMP PGRI POOPO. The subjects of this study were 39 seventh-grade students in the second semester of the 2023/2024 academic year. This research utilized a classroom action research method in two cycles, each consisting of planning, implementation, observation, and reflection stages. The results of the study showed a significant improvement in student learning achievement. The classical completeness percentage in Cycle I was 52.63%, while in Cycle II, it increased to 84.21%. Based on these findings, it can be concluded that implementing the Guided Inquiry learning model supported by the Google Lens application can improve science learning outcomes for seventh-grade students at SMP PGRI POOPO. This model is expected to make students more active, interested, and motivated in learning, leading to better learning outcomes.
Analisis Faktor Penyebab Kesulitan Belajar Siswa pada Pembelajaran Biologi Kelas XI SMA Negeri 2 Tondano Tahun Ajaran 2024/2025 Muliati Muliati; Herry M. Sumampouw; Christny F.E. Rompas
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 1 (2025): Maret: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i1.219

Abstract

The aim of this study is to identify the factors that cause learning difficulties among students in biology lessons in class XI at SMA Negeri 2 Tondano during the 2024/2025 academic year. The identified issues include students having difficulty understanding the material taught, lacking focus during lessons, ineffective teaching strategies, and low student motivation. This research uses a descriptive approach with a qualitative design, where data was collected through interviews and documentation. The study was conducted from November 6 to November 28, 2024, with 18 class XI students as the subjects. Interviews were conducted using 100 prepared questions. Data analysis was performed descriptively with percentage calculations. The results indicate that internal and external factors influence the factors causing learning difficulties in biology lessons for class XI students. Internal factors include interest (26.5%), motivation (35.9%), physical health (38.3%), intellectual ability (28.6%), attitude (43.4%), learning attention (32.3%), learning readiness (48.9%), talent (42.5%), physical condition (25.3%), and emotional factors (32.5%), all of which are categorized as low. External factors include family environment (48.9%), school environment (45.6%), interaction with teachers (42.7%), interaction with peers (35.4%), facilities and infrastructure (54.6%), technology and learning media (63.6%), curriculum (65.4%), learning environment at home (52.3%), family economic conditions (56.7%), and school education policies (43.5%), with most of these external factors showing a low to moderate category. This study concludes that class XI students at SMA Negeri 2 Tondano experience the most significant learning difficulties related to external factors, such as the curriculum, and internal factors, such as students' learning readiness.
Pengembangan Virtual Laboratory pada Materi Inovasi Teknologi Biologi untuk Meningkatkan Pemahaman Konsep Siswa Kelas X SMA Arica Pavitasari; Dian Puspita; Mar’atus Sholihah
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 1 (2025): Maret: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i1.255

Abstract

This study aims to determine the feasibility and impact of virtual laboratories in learning the material of innovation in biological technology (biotechnology) for high school students in grade X. The feasibility assessment was carried out by three expert validators using a questionnaire instrument that measured aspects of material, media, and language and based on readability tests by teachers and students. The results of the study showed that the percentage of validity of the Virtual Laboratory from material experts was 95%, media experts 83%, language experts 90% with the third category being "Very Feasible". The results of the readability test from teachers obtained a percentage of 96% while the results of the readability test from students obtained a percentage of 99%. These results indicate that the Virtual Laboratory is Feasible and Practical to be used for biology learning, especially biotechnology material. The results of the teacher response test on the use of Virtual Laboratory showed a percentage of 95% while the results of the student response test were 75%. The results of the T test showed that Virtual Laboratory had a significant effect on students' conceptual understanding with a significance of 0.001. These results indicate that Virtual Laboratory is effective in improving students' conceptual understanding, especially in biotechnology material.
Peningkatan Hasil Belajar Biologi Sel dengan Menggunakan Metode Pembelajaran Game Plants Vs Zombies Delfa Oktaverina; Meity Tanor; Hasmiati Hasmiati
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 1 (2025): Maret: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i1.256

Abstract

Education in Indonesia continues to grow, but the main challenge in learning Biology, especially in cell material, is the lack of student involvement. Many students rely more on memorization methods than understanding concepts, which impacts their low learning outcomes. This study aims to explore the effectiveness of the Plants vs Zombies game-based learning method in improving the cognitive learning outcomes of students in grades XI-B at SMA Negeri 1 Tondano, especially in cell biology materials. This study uses the Classroom Action Research (PTK) approach, which is carried out in two cycles. In the first cycle, students were invited to learn through the Plants vs Zombies game which was integrated with the Team Games Tournament (TGT) learning model. Data is collected through observation and cognitive tests to measure student learning outcomes. The results showed a significant increase in student learning outcomes. The average score of students increased from 71.2 to 87.27, with the highest score reaching 92.3 and the lowest score being 76.9. Students also show improvements in engagement, collaboration, and motivation to learn. This research indicates that the application of games as learning media can make abstract biology material more interesting and easy to understand. In addition, this study also highlights the important role of teachers in facilitating game-based learning. The implications of this study show that game-based methods can be an innovative solution in improving the quality of learning in the 21st century.
Penerapan Model Pembelajaran Discovery Learning Berbantuan Video Animasi untuk Meningkatkan Hasil Belajar Siswa Irmansyah Potabuga; Ferny M. Tumbel; Femmy R. Kawuwung
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 1 (2025): Maret: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i1.257

Abstract

This study aims to evaluate the effectiveness of the discovery learning model assisted by animated videos in improving student learning outcomes on the material of the digestive system in humans in class VIII A SMP Negeri 1 Bolaang. This model was chosen because it can encourage students to participate more actively in learning, while also using technology to help understand more complex material. This study uses the Classroom Action Research approach which is carried out in two cycles. Each cycle consists of stages of planning, implementation, observation, and reflection to evaluate and improve the learning process. The results of the study showed that the application of the discovery learning model assisted by animated videos succeeded in improving student learning outcomes. In the first cycle, only 23.33% of students achieved complete learning, but in the second cycle, the percentage of students who completed increased to 86.66%. This increase occurs because students are starting to be more active in group discussions and more confident in expressing opinions. The use of animated videos also helps students understand the material in a more visual and fun way. This research makes an important contribution to the development of technology-based learning methods, especially in biology learning. These findings suggest that animated videos in learning can improve student engagement and their learning outcomes. This study suggests that further research be conducted to explore the application of this model to other subjects or at higher levels of education, in order to identify its broader benefits in educational contexts.

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