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Journal Of Biology Education Research (JBER)
Published by Universitas Pakuan
ISSN : -     EISSN : 27747859     DOI : doi.org/10.55215/jber
Core Subject : Science, Education, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Immunology & microbiology
Journal of Biology Education Research (JBER) publishes original research or theoretical papers, literature review on new knowledge of research, and research application that emphasize issues germane to Biology and Biology Education. Special emphasis is placed on research relevant to Biology Education (including: curriculum of Biology, learning media, learning model, STEM, local wisdom-based learning, teacher professional development, etc), Environmental Education (including: environmental issue, environmental behavior theory, environmental behavior change, waste management, etc), Applied Biology (including: conservation, animal physiology, plant physiology, taxonomy, genetic engineering, microbiology, ecology, etnozoology, etnobotany, etc).
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 36 Documents
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Design and Development of a Biology Learning Website to Improve Biological Literacy on Human Reproductive System Topics Muhamad, Admiral; Ristanto, Rizhal Hendi; Dewahrani, Yulilina Retno
Journal Of Biology Education Research (JBER) Vol. 6 No. 2 (2025): JBER (Journal Of Biology Education Research), Vol.6 No.2 (2025)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v6i2.49

Abstract

The use of appropriate media is an important factor in improving student understanding in biology learning. One of the essential skills that need to be developed through biology learning is biological literacy, which includes nominal, functional, structural, and multidimensional aspects as a basis for understanding concepts in depth. Therefore, learning media designed based on biological literacy principles has the potential to effectively improve students' biological literacy skills. The purpose of this study was to develop and produce effective website-based learning media that aligns with the principles of the Merdeka Curriculum to improve students' biological understanding and literacy in the topic of the human reproductive system. This study used a modified ADDIE model, with emphasis on the Analysis, Design, and Development phases. Data collection instruments consisted of needs analysis, expert validation of language, content, and media by two experts, and readability testing conducted by two biology teachers and participating students. Descriptive analysis was used to interpret the data. The validation results showed that the media obtained high scores in all evaluated aspects (language, content, and media) which were included in the very valid category. Readability tests by teachers and students also showed very valid results. It can be concluded that this web-based learning media meets the quality and effectiveness standards that have been set in the learning design so that it is considered suitable for use in the learning process.
Development of Discovery Learning-Based Booklets as Learning Media for Human Digestive System Material Halifa, Qiara Nur; Fauziah, Nurul
Journal Of Biology Education Research (JBER) Vol. 6 No. 2 (2025): JBER (Journal Of Biology Education Research), Vol.6 No.2 (2025)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v6i2.51

Abstract

Science learning plays an essential role in helping students develop a comprehensive understanding of natural phenomena and biological processes. However, observations and interviews with teachers and students revealed that the classroom learning process often relied on lecture-based and textbook-centered methods, which tended to make students less enthusiastic and less active during lessons. Therefore, this study aimed to develop a discovery learning- based booklet as a learning medium for the human digestive system material. This research is a development study that employed the Plomp development model. Data collection instruments included teacher and student interview sheets, observation sheets, needs analysis questionnaires, self evaluation forms, validation sheets, and practicality test questionnaires through one-to-one evaluations, small group trials, and field testing. The results of expert validation showed that the developed booklet met the criteria for validity in terms of content, design, and learning feasibility. Furthermore, the practicality test results demonstrated that the booklet was easy to use, engaging, and well received by both teachers and students. In conclusion, the discovery learning-based booklet on the human digestive system is feasible and practical to be used as a learning medium in junior high school science classes.
Teachers’ Strategies to Foster Students’ Creative Thinking Skills in Biology Learning: A Systematic Literature Review Prasetyo, Opik; Ruwaida, Ulya; Aurora, Zevira Fansisca; Oktaviana, Rina; Fajeriadi, Heri; Aulia, Nurul; Rachman, Hening Triandika
Journal Of Biology Education Research (JBER) Vol. 6 No. 2 (2025): JBER (Journal Of Biology Education Research), Vol.6 No.2 (2025)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v6i2.61

Abstract

Teachers play a pivotal role in designing innovative biology learning strategies that cultivate students' creative thinking, a core 21st century skill. This ability is essential for generating novel ideas, solving complex problems, and making interdisciplinary connections. By integrating real world scenarios and inquiry based approaches, teachers can further enhance students’ engagement and creative capacity. This study aims to conduct a systematic literature review to identify and analyze the pedagogical strategies employed by teachers to foster students' creative thinking skills in the context of biology learning. Employing the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) methods, a comprehensive literature search was executed using the Google scholar and Scopus database, with a publication scope from 2016 to 2025. The keywords used were ("Teacher Strategy") AND ("Creative thinking" OR "Creativity") AND ("Biology Learning" OR "Biology Education"). From an initial identification of 371 articles, 25 met the predefined inclusion criteria and were subsequently subjected to an in-depth content analysis. The review's findings indicate that a range of effective strategies were implemented by teachers, including Problem Based learning (PBL), Project Based Learning (PjBL), flipped classroom, blended-learning, the RQA model, Reading-concept mapping (Recamp) integrated with Group Investigation (GI), Creative Responsibility Based Learning (CRBL), and approaches grounded in ethnoscience and the Habits of Minds (HoM) profile. The most frequently utilized instructional media were mind maps, 3D learning media (3Ds Max), and inquiry based worksheets. This review recommends that pedagogical competence among biology teachers be enhanced through ongoing professional development and the integration of creative strategies into the curriculum. This will empower them to design innovative learning models that effectively foster students' creative thinking skills, addressing the demands of 21st century education.
Integrating Local Culture into Biology E-Module: The Perceptions of Teachers and Students Lathifah, Suci Siti; Ekowati, Ainiyah; Citra, Puspa; Chodijah, Siti
Journal Of Biology Education Research (JBER) Vol. 6 No. 2 (2025): JBER (Journal Of Biology Education Research), Vol.6 No.2 (2025)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v6i2.77

Abstract

Integrating local culture into science education is a strategic effort to enhance the relevance of learning to students' lives while fostering appreciation for regional heritage. In the context of biology education, incorporating culturally-rooted examples can make abstract concepts more tangible and relatable. This study investigates teachers’ and students’ perceptions of a digital biology e-module integrating golok tarisi local heritage within an Ethno-STEAM approach supported by Augmented Reality (AR). The module connects biodiversity, ecology, and sustainable resource use concepts with cultural practices. This research employed a mixed-method (qualitative–quantitative descriptive) design involving 16 biology teachers and 60 eleventh-grade students selected purposively. Data were collected through Likert-scale questionnaires, semi-structured interviews, and classroom observations, and analyzed using descriptive statistics and thematic analysis. Results show highly positive perceptions. A total of 87% of teachers considered the e-module highly relevant, and 82% found it easy to use. Among students, 85% reported increased engagement and 78% higher learning motivation. The e-module also supported digital literacy development through the use of multimedia and AR features, although 18% of teachers experienced technical challenges. Students reported improved conceptual understanding of biodiversity and ecological balance, supported by AR visualization of the golok tarisi production process. Observations confirmed increased interaction and critical thinking. The findings demonstrate that the Ethno-STEAM-based digital e-module is pedagogically effective and well-accepted by both teachers and students. It enhances engagement, learning motivation, digital literacy, and conceptual understanding of abstract biological concepts through AR-supported visualization. Despite minor technical constraints, the module fosters interactive, critical, and culturally meaningful biology learning. This study contributes to the development of contextual, interactive, and sustainable models for biology education.
Interactive Video Learning Media Based on the Problem Based Learning (PBL) Model in the Circulatory System Waltriandi, Yandri; Mellisa
Journal Of Biology Education Research (JBER) Vol. 6 No. 2 (2025): JBER (Journal Of Biology Education Research), Vol.6 No.2 (2025)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v6i2.80

Abstract

The use of interactive video media in learning plays an important role because it can increase active student engagement, provide a more meaningful learning experience, and facilitate the understanding of abstract concepts. In addition, the application of the Problem Based Learning (PBL) learning model is also effective in developing students' critical and collaborative thinking skills through contextual problem solving. The circulatory system material was chosen because this topic requires an understanding of complex concepts and is directly related to health and daily life. This study aims to develop interactive learning videos based on the PBL model for the science subject, focusing on the circulatory system topic for junior high school students. The development model used is Analysis, Design, Development, Implementation, Evaluation (ADDIE). Data were obtained through expert validation, observation, questionnaires, and limited trials. The validation results from media experts, material experts, and learning experts with a very valid category. The student response is categorized as very appropriate. Thus, the developed interactive video media is declared valid, practical, and effective in improving conceptual understanding and student learning motivation. This media can help students more easily understand the relationship between the circulatory system and everyday life.
The Role of AI-Based Chatbots in Supporting Biology Education Students’ Learning Wahyuni, Ayu; Junaidi, Agus; Mansur; Sriadhi; Halimatun, Futria
Journal Of Biology Education Research (JBER) Vol. 6 No. 2 (2025): JBER (Journal Of Biology Education Research), Vol.6 No.2 (2025)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v6i2.82

Abstract

The development of Artificial Intelligence (AI) technology continues to make a significant contribution to the field of education, particularly through the use of chatbots as virtual learning assistants. AI-based chatbots can help students overcome learning difficulties, whether in understanding material, increasing motivation, or providing guidance tailored to individual needs. This study aims to analyze the effectiveness of AI-based chatbots in enhancing Biology Education students’ understanding and ability to overcome learning difficulties in the digital learning environment. This study uses a quantitative survey method, involving 60 respondents from the Biology Education Study Program at a state university in Indonesia. The population in this study consists of all students in the Biology Education Study Program who have used AI chatbots as learning tools. The sampling technique used is purposive sampling, with the criteria being students who have used AI chatbots for at least one semester in their learning activities. Data were collected using a structured questionnaire based on five indicators: ease of access, clarity of material explanation, learning motivation, effectiveness of feedback, and contribution to conceptual understanding. The results of the study show that students consider AI chatbots to be effective learning tools, especially in providing instant feedback, clear explanations, and improving their understanding of basic and complex biological concepts. Most students showed a high level of acceptance of chatbots. The students appreciated its accessibility, clarity, and relevance of responses. The analysis also shows that chatbots serve as facilitators of independent learning, which strengthens motivation, increases confidence, and deepens conceptual understanding. However, this study also found that the effectiveness of chatbots still needs improvement, especially in providing more contextual explanations and supporting higher-order cognitive skills such as analysis and synthesis. In conclusion, students rated the AI chatbot as an effective learning tool because it provides instant feedback, clear explanations, and improves their understanding of biological concepts. The chatbot also supports independent learning, motivation, and confidence. However, its effectiveness still needs to be improved, especially in providing contextual explanations and supporting higher-order cognitive skills.
Developing Plant Ethnophysiology Flashcards to Support Contextual Learning of Photosynthesis Through Local Wisdom Integration Mellisa Mellisa; Ibnu Hajar; Yandri Waltriandi; Riadatil Fitri; Thidarath Paladkong
Journal Of Biology Education Research (JBER) Vol. 7 No. 1 (2026): JBER (Journal Of Biology Education Research), Vol.7 No.1 (2026)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v7i1.85

Abstract

Science education in the 21st century requires innovative learning media that not only strengthen students’ conceptual understanding but also connect scientific knowledge with real life and cultural contexts. Integrating local wisdom into biology learning can provide meaningful learning experiences by linking abstract scientific concepts with students’ surrounding environments and traditional knowledge. In this context, ethnophysiology based learning media offer opportunities to support contextual and culturally responsive science instruction. This study aimed to develop plant ethnophysiology flashcards that integrate photosynthesis concepts with local wisdom to support students’ conceptual understanding, enhance learning engagement, and provide contextualized biology instruction grounded in local cultural knowledge. This study employed an educational Research and Development (R&D) approach using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. However, the development process in this research was limited to the Analysis, Design, and Development stages. Expert validation was conducted during the Development stage to evaluate the feasibility of the flashcards in terms of learning, media design, and material content, while the Implementation and Evaluation stages will be conducted in subsequent research. The validators consisted of learning experts, media experts, and subject matter experts. Data were collected using validation sheets and analyzed using a Likert scale. The validation results showed that the overall average validity score from the learning experts, media experts, and material experts was in the very valid category. Therefore, the flashcards were categorized as highly valid and suitable for use in biology learning. These findings indicate that plant ethnophysiology flashcards have strong potential as contextual learning media for strengthening students’ understanding of photosynthesis, increasing learning engagement, and fostering appreciation of local cultural knowledge.
Environmental Awareness of Biology Education Students Through Social Media: Addressing Local Issues Sari, Defita Permata; Febriana, Harlis; Anisia, Ica Wandari; Suprayogi, Dawam
Journal Of Biology Education Research (JBER) Vol. 7 No. 1 (2026): JBER (Journal Of Biology Education Research), Vol.7 No.1 (2026)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v7i1.86

Abstract

Environmental degradation caused by illegal mining, deforestation, forest fires, and poor waste management, represents not only an environmental crisis but also a critical educational issue. These conditions indicate a low level of environmental awareness, emphasizing the urgency of cultivating ecological responsibility among prospective teachers. As future educators, they play a strategic role in integrating environmental values into learning processes to promote sustainable attitudes and behaviors among students. This study aims to assess the environmental awareness profile of biology education students, using social media to contextualize local ecological issues. A quantitative descriptive design was applied to 78 purposively selected students who had completed the conservation biology course. Data were collected using a validated 35 item questionnaire based on the New Ecological Paradigm (NEP) scale, covering five dimensions: limits to growth, anti-anthropocentrism, fragility of nature’s balance, rejection of exceptionalism, and possibility of an ecocrisis. Results show that overall environmental awareness was in the good category, with the highest scores in fragility of nature’s balance and possibility of ecocrisis, and the lowest in rejection of exceptionalism. This study concludes that biology education students demonstrated a good level of environmental awareness across the five dimensions of the NEP. These findings indicate that prospective biology teachers possess a relatively strong ecological perspective, which may support their future role in promoting environmental responsibility in schools. Future environmental education initiatives may benefit from integrating social media as a contextual platform for presenting local environmental issues and strengthening students' engagement with ecological challenges.
Analysis of Forest Vegetation Structure Using the Point Centered Quarter Method Juliani, Dhesti Novita; Amalia, Lida; Mulyani, Leni Sri; Rusmawan, Chevi Ardiana
Journal Of Biology Education Research (JBER) Vol. 7 No. 1 (2026): JBER (Journal Of Biology Education Research), Vol.7 No.1 (2026)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v7i1.101

Abstract

Pananjung Pangandaran Nature Reserve is a conservation area characterized by high forest vegetation diversity and an important ecological role in maintaining ecosystem stability. Quantitative information on forest vegetation structure is essential as a scientific basis for conservation management. The Point Centered Quarter Method (PCQM) is a widely used vegetation sampling technique for assessing species composition, distribution, and ecological importance in forest communities. This study aimed to analyze the structure and composition of forest vegetation in the Pananjung Pangandaran Nature Reserve using the PCQM. The research was conducted using systematic sampling at ten observation points. At each point, the nearest tree in four quadrants was recorded, resulting in 40 sampled individuals. The collected data were analyzed to calculate Relative Density (RD), Relative Frequency (RF), Relative Dominance (RDo), and the Important Value Index (IVI). The results showed that the forest vegetation consisted of 11 tree species. The species with the highest ecological dominance was Syzygium lateata, exhibiting a high RD, a moderately high RF, a high RDo, and a very high IVI. These values indicate that S. lateata plays a dominant ecological role in the forest community. Furthermore, the identified vegetation structure reflects a relatively uneven species distribution, highlighting the importance of monitoring dominant species to maintain ecosystem balance. This study provides essential ecological information to support conservation planning and sustainable forest management in protected areas.
Practicality Evaluation of TPACK-Integrated Vertebrate Zoology Teaching Materials Developed Using the Plomp Model Fauziah, Nurul; Yulis, Putri Ade Rahma; Mellisa, Mellisa; Putri, Iffa Ichwani; Erfina, Erfina; Molly, Diana; Rahmi, Ennike Gusti
Journal Of Biology Education Research (JBER) Vol. 7 No. 1 (2026): JBER (Journal Of Biology Education Research), Vol.7 No.1 (2026)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v7i1.103

Abstract

The availability of relevant, user friendly, and technology integrated teaching materials is an essential requirement in biology learning, particularly in the vertebrate zoology course. However, many learning resources are still dominated by conventional teaching materials that do not adequately integrate Technological Pedagogical Content Knowledge (TPACK) aspects. This condition may limit students' meaningful, context-rich learning experiences. This study aimed to evaluate the practicality of TPACK-integrated vertebrate zoology teaching materials in biology learning. The study employed a research and development approach using the Plomp model, focusing on the prototyping phase. Practicality evaluation was conducted through three stages: one-to-one evaluation, small group evaluation, and field testing. Data were collected using practicality questionnaires and analyzed descriptively using percentage calculations to determine the practicality category of the teaching materials. The results consistently indicated that the developed teaching materials fall within the very practical category across all evaluation stages. These findings suggest that the TPACK-integrated vertebrate zoology teaching materials are highly usable in the learning process. Therefore, the developed materials have the potential to serve as supporting learning resources in higher education biology instruction and provide a foundation for further effectiveness testing in subsequent research stages.

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