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Dr. A.A. Istri Mirah Dharmadewi
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sembiobiologi@gmail.com
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+6281237872523
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sembiobiologi@gmail.com
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INDONESIA
SEMBIO: Prosiding Seminar Nasional Biologi dan Pendidikan Biologi
Published by Universitas PGRI Mahadewa Indonesia
ISSN : -     EISSN : 2987002X     DOI : 10.59672
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education
SEMBIO : Prosiding Seminar Nasional Biologi dan Pendidikan Biologi merupakan jurnal yang dikelola oleh Program Studi Pendidikan Biologi Universitas PGRI Mahadewa Indonesia. Jurnal ini dipublikasikan secara konsisten dan teratur sebanyak sekali setahun. Artikel yang dipublikasikan pada jurnal ini merupakan artikel yang sebelumnya telah diseminasikan pada seminar nasional pendidikan biologi Universitas PGRI Mahadewa Indonesia. Terdiri dari tulisan berbahasa Indonesia pada bidang Pendidikan Biologi, Biologi, serta Bioteknologi.
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 32 Documents
 1   2   3   4 
PEMANFAATAN VIDEO PEMBELAJARAN BERBASIS DEEP LEARNING UNTUK MENGASAH KEMAMPUAN SPEAKING BAHASA INGGRIS MAHASISWA DALAM DESKRIPSI TERMINOLOGI BIOLOGI TANAMAN Ni Made Milati
SEMBIO: Prosiding Seminar Nasional Biologi dan Pendidikan Biologi Vol. 5 (2026): SEMBIO: Prosiding Seminar Nasional Biologi dan Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/sembio.v5.6461

Abstract

his research explores the effectiveness of utilizing video learning, designed with a deep learning approach, to enhance students' English speaking skills, particularly in describing plant biology terminology. In the era of globalization, mastery of academic English and a deep understanding of scientific concepts are crucial, yet students often face challenges in integrating these two aspects. This article outlines how video learning can serve as a strategic medium to facilitate deep learning through detailed visualizations of plant parts (roots, stems, leaves, twigs) and the presentation of models for describing biological terminology in English. This approach is also designed to stimulate speaking practice through student- produced video assignments. The discussion findings indicate that well- structured video learning can improve students' understanding of plant biology terminology and significantly enhance their confidence and fluency in academic English speaking. This integration fosters synergy between scientific content mastery and the development of essential global communication competencies.
POTENSI MICROLEARNING SEBAGAI STRATEGI PEMBELAJARAN BIOLOGI DI ERA DIGITAL Kadek Yuniari Suryatini; Kadek Citra Wydia Putri; Maria Gresiana
SEMBIO: Prosiding Seminar Nasional Biologi dan Pendidikan Biologi Vol. 5 (2026): SEMBIO: Prosiding Seminar Nasional Biologi dan Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/sembio.v5.6600

Abstract

The transformation of education in the digital era has brought about fundamental changes in learning. One approach that has developed in the digital era is microlearning. This article aims to examine the potential of microlearning as a strategy in biology learning in the digital era. This study uses a qualitative approach with descriptive methods. Research data were obtained through library research, involving the review of journal articles, books, and relevant research reports. Based on the results of the study, it shows that: (a) microlearning has great potential as a biology learning strategy in the digital era because it can provide learning that is more flexible, effective, and in accordance with the characteristics of today's students; (b) microlearning as a biology learning strategy supports the development of 21st-century skills such as digital literacy, critical thinking skills, and independent learning; and (c) The implementation of microlearning still faces several challenges, such as limited technological infrastructure, educators' readiness in designing digital content, and the potential for reduced material depth if content preparation is not carried out systematically.

Page 4 of 4 | Total Record : 32

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