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Jurnal Ilmu Pendidikan Biologi dan IPA
Published by CV. Sinar Howuhowu
ISSN : -     EISSN : 31232795     DOI : https://doi.org/10.70134/mubipa
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Chemistry Education Immunology & microbiology Other
Jurnal Ilmu Pendidikan Biologi dan IPA (MUBIPA) merupakan wadah publikasi ilmiah yang berfokus pada hasil penelitian, kajian teoritis, serta pengembangan ilmu dalam bidang biologi dan ilmu pengetahuan alam (IPA). Jurnal ini bertujuan untuk menjadi media pertukaran informasi akademik, ide, dan inovasi antara peneliti, dosen, mahasiswa, maupun praktisi yang berkecimpung dalam bidang biologi serta ilmu-ilmu alam lainnya. Bidang kajian yang dipublikasikan mencakup biologi murni dan terapan, ekologi, genetika, mikrobiologi, zoologi, botani, bioteknologi, serta pendidikan IPA. Artikel yang dimuat dalam jurnal ini diharapkan dapat memberikan kontribusi nyata terhadap perkembangan ilmu pengetahuan, memperkuat literatur akademik, serta mendukung penerapan sains dalam berbagai aspek kehidupan.
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 27 Documents
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Flipped Classroom dalam Pembelajaran Biologi dan IPA: Implementasi dan Tantangan di Era Pembelajaran Abad 21 Julham Hukom
Jurnal Ilmu Pendidikan Biologi dan IPA Vol. 2 No. 1 (2026): MUBIPA - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/mubipa.v2i1.1499

Abstract

Biology and science education (IPA) presents distinctive pedagogical challenges due to its dual nature as a body of knowledge and a set of scientific processes. The Flipped Classroom (FC) model, which relocates direct instruction outside the classroom and dedicates face-to-face time to active, higher-order learning, has emerged as a promising pedagogical strategy for addressing these challenges. This article presents a systematic literature review of 15 primary studies published between 2018 and 2025 examining the implementation, effectiveness, and challenges of the Flipped Classroom model in biology and IPA education in Indonesia and globally. The review reveals that FC is implemented primarily in three forms in biology learning: traditional video-based flipping, FC integrated with active learning models (Discovery Learning, Problem-Based Learning), and FC supported by digital learning management systems. Evidence consistently demonstrates that FC significantly improves student learning outcomes, critical thinking skills, and learning independence. Key challenges identified include students limited digital access, insufficient teacher competence in producing quality digital learning content, and difficulties in ensuring student accountability for pre-class learning activities. This article concludes that FC is highly appropriate for biology and IPA education and offers recommendations for effective implementation, particularly in the context of the Merdeka Curriculum.
Pengaruh Motivasi Kerja Terhadap Produktivitas Tenaga KependidikanKurikulum & Mutu Pendidikan Zaidan Abdullah Umar; Lita Nurapianti; Siti Sarah Safar Yuni
Jurnal Ilmu Pendidikan Biologi dan IPA Vol. 2 No. 2 (2026): MUBIPA - Juli
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/mubipa.v2i2.1987

Abstract

Educational staff are strategic components in the national education ecosystem whose roles are often overlooked in school quality improvement discourse. This study aims to examine in depth how work motivation—both intrinsic and extrinsic—meaningfully influences educational staff productivity and its implications for curriculum implementation and educational quality achievement. Using a systematic literature review approach, this study analyzes scientific sources from 2020 to 2025. Findings show that work motivation positively and significantly correlates with productivity. A comparison with Finland, Singapore, and Japan indicates that Indonesia still requires comprehensive reform in educational HR governance. This article recommends appreciation-based management approaches and strengthened non-material incentive systems as keys to sustainable educational quality improvement.  
Pengaruh E-Modul Berbasis Artificial Intelligence (Ai) Terhadap Literasi Sains Dan Kemampuan Berpikir Kritis Siswa Pada Pembelajaran Biologi Nurhasanah Nurhasanah
Jurnal Ilmu Pendidikan Biologi dan IPA Vol. 2 No. 2 (2026): MUBIPA - Juli
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/mubipa.v2i2.1988

Abstract

The development of digital technology and Artificial Intelligence (AI) in education provides opportunities to develop more interactive and adaptive learning materials. This study aims to analyze the effect of using an Artificial Intelligence (AI)-based E-Module on students' scientific literacy and critical thinking skills in Biology learning. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research sample consisted of two classes: an experimental class that received Biology instruction using an AI-based E-Module and a control class that used conventional learning materials. Data were collected using scientific literacy and critical thinking tests administered before and after the learning intervention. The data were analyzed using descriptive statistics, N-Gain, normality tests, homogeneity tests, and independent sample t-tests. The results showed that the average scientific literacy score of the experimental class increased from 54.20 to 82.40, with an N-Gain score of 0.62, while the control class obtained an N-Gain score of 0.35. Students' critical thinking skills in the experimental class increased from an average score of 52.80 to 84.30, with an N-Gain score of 0.67, while the control class obtained an N-Gain score of 0.35. The independent sample t-test results showed a significance value of 0.000 < 0.05 for both variables. Therefore, the use of an AI-based E-Module has a positive and significant effect on students' scientific literacy and critical thinking skills in Biology learning. The AI-based E-Module can serve as an innovative learning material that supports interactive, contextual, and higher-order-thinking-oriented Biology learning.  
Pengembangan E-Lkpd Berbasis Problem Based Learning Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Pada Materi Ekosistem Prianti Prianti
Jurnal Ilmu Pendidikan Biologi dan IPA Vol. 2 No. 2 (2026): MUBIPA - Juli
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/mubipa.v2i2.1989

Abstract

One Biology topic that is closely related to real-life problems is ecosystems. However, learning processes that remain oriented toward material delivery and routine exercises may provide students with limited opportunities to identify, analyze, and solve problems systematically. Therefore, learning materials that integrate digital technology with a problem-oriented learning model are needed. This study aimed to develop a Problem Based Learning (PBL)-based Electronic Student Worksheet (E-LKPD) on ecosystem topics and to determine its feasibility, practicality, and potential to improve students' problem-solving abilities. This study employed a Research and Development (R&D) method using the ADDIE development model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The developed product was a digital E-LKPD containing ecosystem materials, contextual problems, investigation activities, analytical questions, discussion activities, alternative solution development, and evaluation. Product validation was conducted by material, media, and language experts. The practicality of the product was assessed through student response questionnaires, while students' problem-solving abilities were measured using pretests and posttests. The results showed that the developed E-LKPD obtained an average validation score of 90.19%, categorized as highly feasible. Student responses to the E-LKPD obtained an average percentage of 90.30%, categorized as highly practical. Students' problem-solving abilities in the experimental group increased from an average pretest score of 54.33 to 82.67 on the posttest, with an N-Gain score of 0.62, categorized as moderate. Meanwhile, the control group increased from an average score of 53.87 to 69.40, with an N-Gain score of 0.34. The improvement in problem-solving ability in the experimental group was higher than that of the control group. Improvements were also observed in each problem-solving indicator, including the ability to understand problems, plan solutions, implement solution strategies, and evaluate solutions. Based on these findings, the Problem Based Learning-based E-LKPD on ecosystem topics was considered highly feasible and highly practical and showed potential for improving students' problem-solving abilities. The developed E-LKPD can serve as an alternative digital learning material to support active, contextual, and student-centered Biology learning.  
Efektivitas Media Pembelajaran Flipbook Digital Terhadap Pemahaman Konsep Dan Literasi Sains Siswa Pada Materi Sistem Pencernaan Manusia Mujiati Mujiati
Jurnal Ilmu Pendidikan Biologi dan IPA Vol. 2 No. 2 (2026): MUBIPA - Juli
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/mubipa.v2i2.1990

Abstract

This study aims to determine the effectiveness of digital flipbook learning media on students' conceptual understanding and scientific literacy in the human digestive system topic. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The participants consisted of two groups: an experimental class that received learning through digital flipbook media and a control class that received conventional learning media. Data were collected using conceptual understanding and scientific literacy tests administered before and after the learning process. The data were analyzed using descriptive statistics, N-Gain analysis, normality and homogeneity tests, and hypothesis testing to determine the effectiveness of the treatment. The results showed that the average conceptual understanding score of students in the experimental class increased from 55.33 in the pretest to 82.67 in the posttest, while the control class increased from 54.87 to 72.13. The N-Gain score for conceptual understanding in the experimental class was 0.61, higher than that of the control class at 0.38. In terms of scientific literacy, the average score in the experimental class increased from 52.40 to 81.20, while the control class increased from 51.93 to 69.87. The N-Gain score for scientific literacy was 0.60 in the experimental class and 0.37 in the control class. The hypothesis testing results indicated a significant difference between the experimental and control classes in both conceptual understanding and scientific literacy, with a significance value of less than 0.05. These findings indicate that the use of digital flipbook learning media is effective in improving students' conceptual understanding and scientific literacy in the human digestive system topic. Digital flipbooks can serve as an alternative biology learning medium that presents content in a visual, systematic, interactive, and contextual manner, thereby supporting students in understanding concepts and applying scientific knowledge to explain phenomena related to everyday life.  
Pengaruh Project Based Learning Berbantuan Media Digital Terhadap Keterampilan Berpikir Kreatif Dan Kolaborasi Siswa Dalam Pembelajaran Biologi Darmawanti Darmawanti
Jurnal Ilmu Pendidikan Biologi dan IPA Vol. 2 No. 2 (2026): MUBIPA - Juli
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/mubipa.v2i2.1991

Abstract

This study aimed to analyze the effect of Project Based Learning (PjBL) assisted by digital media on students' creative thinking and collaboration skills in Biology learning. The study employed a quantitative approach using an experimental method with a factorial experimental design. The participants were Biology students who were assigned to treatment groups according to the factorial design. The dependent variables were students' creative thinking skills and collaboration skills. Creative thinking skills were measured based on the indicators of fluency, flexibility, originality, and elaboration, while collaboration skills were assessed based on communication, contribution, responsibility, teamwork, and respect for others' opinions. Data were collected using creative thinking tests, collaboration observation sheets, and documentation. The data were analyzed using descriptive and inferential statistics through prerequisite tests and factorial ANOVA to determine the effects of the learning model, learning media, and their interaction on the investigated variables. The findings indicated that the implementation of Project Based Learning assisted by digital media had a positive effect on students' creative thinking and collaboration skills. Project-based learning provided students with opportunities to identify problems, develop ideas, design and complete projects, and produce products through group work. The use of digital media supported students in accessing information, developing ideas, processing information, communicating, and presenting project outcomes. The interaction between project-based learning and digital media also indicated that technology became more meaningful when integrated into learning activities that emphasized students' active participation and learning experiences. Therefore, Project Based Learning assisted by digital media can serve as an alternative Biology learning approach to support the development of students' creative thinking and collaboration skills as essential competencies for 21st-century learning.  
Implementasi Pembelajaran Socio-Scientific Issues Berbasis Lingkungan Untuk Meningkatkan Literasi Sains Dan Kesadaran Lingkungan Siswa Sma Karmila Karmila
Jurnal Ilmu Pendidikan Biologi dan IPA Vol. 2 No. 2 (2026): MUBIPA - Juli
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/mubipa.v2i2.1992

Abstract

This study aims to analyze the implementation of environment-based Socio-Scientific Issues (SSI) learning in improving high school students' scientific literacy and environmental awareness. The study was motivated by the importance of science learning that not only focuses on conceptual mastery but also develops students' ability to use scientific knowledge to understand real-world problems and foster environmental concern. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research subjects consisted of two classes: an experimental class that received environment-based SSI learning and a control class that received conventional learning. Data were collected using a scientific literacy test, an environmental awareness questionnaire, and a learning implementation observation sheet. The data were analyzed using descriptive statistics, normality and homogeneity tests, N-gain analysis, an independent sample t-test, and effect size analysis. The results showed that environment-based SSI learning improved students' scientific literacy and environmental awareness. The improvement in the experimental class was higher than that in the control class. Learning activities involving the identification of environmental issues, investigation, evidence collection, scientific concept analysis, discussion, scientific argumentation, evaluation of alternative solutions, and decision-making provided students with opportunities to connect scientific knowledge with real-life problems. The learning process also encouraged students to understand the impacts of human activities on the environment and strengthened their concern and responsibility for environmental sustainability. Therefore, environment-based SSI learning can serve as an alternative contextual science learning approach for developing high school students' scientific literacy and environmental awareness.  

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