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GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Published by Universitas Nias
ISSN : 2988716X     EISSN : 2988716X     DOI : https://doi.org/10.56207/genbionix.v4i1.772
Core Subject : Humanities, Science, Education, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Other
About the Journal GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi is a peer-reviewed journal that accepts and publishes scholarly articles in the field of biology education, including the application of biological research findings in learning contexts. The journal aims to bridge the gap between research and practice by presenting empirical findings, conceptual ideas, and critical reviews related to the teaching and learning of biology. The scope of the journal includes: biology/science education at the secondary school and higher education levels; the development and utilization of biological research as learning resources or media; biology education curricula; classroom action research (CAR) and lesson study; qualitative research in biology education; learning and biology laboratory management; learning assessment; as well as issues and trends in biology teacher professionalism. The journal targets readers consisting of teachers, lecturers, researchers, students, and educational practitioners who have an interest in and contribute to the development of biology education. The types of articles accepted include empirical research articles (quantitative, qualitative, and mixed methods), classroom action research, literature reviews (both systematic and narrative reviews), and conceptual articles relevant to the field of biology education. Focus And Scope GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi is a peer-reviewed journal that provides a platform for the dissemination of research findings and scholarly work in the field of biology education. The journal welcomes original manuscripts that have not been previously published or submitted elsewhere, particularly those related to biology education and the biological sciences in the following areas: Biology and Science Education Learning Materials and Instructional Resources Biology Literacy and Scientific Literacy 21st-Century Skills Learning Evaluation and Assessment Biology Curriculum Development Environmental Education and Sustainability (SDGs/Sustainable Development Goals) Ethnobiology and Ethnopedagogy Conceptual Understanding and Misconceptions Motivation, Attitudes, and Interest in Learning Technology in Biology Education (ICT/Information and Communication Technology, AR/Augmented Reality, VR/Virtual Reality, AI/Artificial Intelligence) Professionalism of Biology and Science Teachers Practicum and Laboratory Activities Local Potential and Indigenous Knowledge School and Laboratory Management
Arjuna Subject : -
Articles 47 Documents
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Pengembangan Media Pembelajaran Biologi Berbasis HOTS melalui Platform Blog dengan Model PLOMP untuk Meningkatkan Motivasi dan Hasil Belajar Nofamataro Zebua
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 2 No 2 (2024): Agustus
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/gb.v2i2.771

Abstract

This research aims to develop Higher Order Thinking Skills (HOTS)-based Biology learning media integrated with a blogplatform. The use of technology in education, especially in the context of the Industrial Revolution 4.0, demands innovation in teaching methods. This learning media is designed to support the development of critical thinking and problem solving skills inlearners through interactive and accessible content. This research uses the Research and Development (R&D) method with the PLOMP model, which involves the stages of initial investigation, prototype design, construction, evaluation, and implementation. Thetrial was conducted on 30 students of class XI at SMA Negeri 1 Telukdalam, with validation instruments, practicality test, and effectiveness test. The results of validation by experts showed that this media was very valid with a score of 94.7%, while the practicality test by teachers and students showed that this media was easy to use. The effectiveness of the media was measured through increased motivation and cognitive learning outcomes, as shown by an increase in post-test score from 57.2 to 87.7, with an N-gain of 0.71 (high category). The use of blogs as a learning platform proved effective in increasing motivation and understanding of biological concepts in students. This research makes a significant contribution to the development of learning media that is innovative and relevant to the demands of the Merdeka Curriculum and the needs of students in the digital era.
Morphological Diversity and Phenetic Relationships among Araceae Species in Lauru I Afulu Village, Indonesia Nofamataro Zebua; Ite Morina Yostianti Tnunay
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 1 (2026): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi (IN PRESS)
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i1.772

Abstract

Many rural communities have utilized Araceae plants for food, medicine, and ornamental purposes, yet scientific documentation of their diversity and relationships remains limited. This study aimed to analyze the morphological diversity and phenetic relationships among Araceae species in Lauru I Afulu Village, Indonesia. The research was conducted using a descriptive qualitative approach through field observations, interviews, and documentation, with species identified based on morphological characteristics. Data were analyzed using data reduction, classification, and comparative interpretation of morphological traits. The results showed that several genera of Araceae were identified, including Alocasia, Colocasia, Homalomena, Caladium, Aglaonema, and Schismatoglottis, exhibiting distinct variations in leaf shape, stem structure, and tuber characteristics. Species within the same genus demonstrated higher morphological similarity, indicating closer phenetic relationships, while intergeneric differences were more pronounced. A significant finding revealed a strong association between morphological traits and local utilization patterns. These findings highlight the importance of morphological analysis in understanding plant diversity and emphasize the value of integrating local knowledge with scientific approaches for biodiversity documentation and sustainable utilization.
Penerapan Metode Resource Based Learning Dalam Meningkatkan Kreativitas Dan Hasil Belajar Ipa Terpadu SMP Swasta Nupela Tahun Pembelajaran 2023/2024 Tiurwati Telaumbanua
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 1 No 2 (2023): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v1i2.773

Abstract

This study aims to describe and prove a significant improvement in the quality of learning, student creativity, and learning outcomes in Integrated Science subjects through the application of the Resource Based Learning (RBL) method at NUPELA Private Junior High School. This study is a Classroom Action Research (CAR) conducted in two cycles. The research subjects consisted of 25 students of class VIII-A in the 2023/2024 academic year. Data collection was carried out using observation sheets, learning outcome tests, learning quality and creativity questionnaires, and interviews. Quantitative data analysis used the Z test and t test at a significance level of 5%. The results showed a significant increase in all measured indicators. The quality of learning increased from an average of 67.35% in Cycle I to 93.4% in Cycle II, which was proven significantly through the Z test (Z_count = 2.13 > Z_table = 1.64). Student creativity also increased from 67.60% to 92.90% and was proven significant (Z_count = 2.08 > Z_table = 1.64). The average learning outcomes increased from 69.18 (60% completion) in Cycle I to 81.54 (84% completion) in Cycle II, which was also proven significant based on the t-test (t_count = 4.684 > t_table = 1.711). The implications of this study indicate that the direct use of various learning resources through the RBL method is effective in triggering student activity, creating a pleasant learning atmosphere, and significantly improving student creativity and academic performance.
Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) terhadap Motivasi dan Hasil Belajar IPA Siswa SMP Nismayanti Lahagu; Amin Otoni Harefa; Desman Telaumbanua
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 1 No 2 (2023): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v1i2.799

Abstract

The low motivation and learning outcomes of students in mathematics learning require innovative, contextual learning models. This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model on students’ motivation and natural science learning outcomes. An experimental method with a randomized control-group pretest–posttest design was applied to 67 eighth-grade students of SMP Negeri 1 Namohalu Esiwa, who were divided into experimental and control classes. The instruments consisted of essay tests and motivation questionnaires that had been tested for validity and reliability. The results showed that the average learning motivation in the experimental class increased from 66.03 (moderate category) to 80.7 (good category), while learning outcomes increased from 62.83 (moderate) to 85.35 (good). Based on the two-tailed t-test, the calculated t-value was 9.8566 for the motivation variable and 9.2406 for the learning outcomes variable. Both values exceeded the t-table value at the 0.05 significance level, indicating that the null hypothesis was rejected. Thus, the CTL model has a significant effect on improving motivation and mathematics learning outcomes.
Pengaruh Model Pembelajaran Think Pair and Share Terhadap Motivasi Dan Hasil Belajar IPA Terpadu SMP Negeri 1 Gunungsitoli Utara Tahun Pembelajaran 2023/2024 Pewirman Hulu
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 1 No 2 (2023): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v1i2.800

Abstract

This study aims to determine the effect of implementing the Think Pair and Share (TPS) learning model on students’ motivation and learning achievement in Integrated Science, particularly focusing on the topic of plant tissue structure and organs. A quantitative approach with an experimental method and a randomized control-group pretest-posttest design was applied in this study. The research population included all eighth-grade students at SMP Negeri 1 Gunungsitoli Utara, consisting of seven classes. Through random sampling, class VIII-C (21 students) was selected as the experimental group implementing the TPS model, while class VIII-F (19 students) served as the control group using a conventional model. Data were collected using essay-based test instruments to measure cognitive learning outcomes and questionnaire instruments to assess learning motivation levels. The data were then analyzed using parametric hypothesis testing (t-test and Z-test) after meeting prerequisite tests of normality (Lilliefors test) and homogeneity (Harley test). The results showed that the average learning outcome of the experimental group reached 81.43 (good category), significantly higher than the control group, which scored 72.21 (fair category). Hypothesis testing indicated the rejection of the null hypothesis (H0), with t_calculated (3.869) > t_table (1.686) for learning outcomes, and Z_calculated (1.71) > Z_table (1.64) for learning motivation, which reached 88.19%. Thus, it can be concluded that the Think Pair and Share learning model has a significant positive effect on both motivation and learning outcomes. The implications of this study highlight the importance for educators to implement varied and interactive cooperative learning models in order to enhance communication, engagement, and active participation of students in the learning process.
Penerapan Model Pembelajaran Kooperatif Tipe Group Investigation untuk Meningkatkan Minat dan Hasil Belajar Biologi Siswa SMA Pitriani Hulu; Desman Telaumbanua
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 1 No 2 (2023): GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v1i2.801

Abstract

This study aims to analyze the effectiveness of the cooperative learning model Group Investigation in improving students’ interest and learning outcomes in Biology. The research employed a Classroom Action Research (CAR) design conducted in two cycles, involving 21 students of grade XI. Each cycle consisted of planning, action, observation, and reflection stages. Data were collected using observation sheets, questionnaires, tests, and interviews. The results showed a significant improvement in the learning process, students’ interest, and cognitive achievement. In Cycle I, students’ active participation reached 59.23%, which increased to 85.57% in Cycle II. Students’ learning interest also improved from 69.83% (moderate category) to 86.76% (very good category). In terms of learning outcomes, the average score increased from 68.70 in Cycle I to 80.10 in Cycle II, while classical completeness improved from 61.90% to 85.71%. These findings indicate that the implementation of the Group Investigation model effectively enhances both affective and cognitive aspects of learning. Therefore, this model is recommended as an innovative strategy to create an interactive and student-centered Biology learning environment.
Pengaruh Model Pembelajaran Inquiry terhadap Pemahaman Konsep IPA Siswa SMA Negeri 1 Lotu Tahun Pelajaran 2023/2024 Ferlina Lahagu; Agnes Renostini Harefa
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 2 No 1 (2024): Februari
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v2i1.802

Abstract

Students’ low conceptual understanding in science learning remains a persistent challenge, often caused by teacher-centered approaches that limit active engagement and meaningful learning experiences. This study aims to examine the effect of the Inquiry learning model on students’ conceptual understanding in science at SMA Negeri 1 Lotu. The research employed a quasi-experimental design using a randomized pretest-posttest control group approach. A total of 52 eleventh-grade students participated in the study, divided into an experimental class taught using the Inquiry model and a control class taught using conventional methods. Data were collected through essay-based tests administered before and after the intervention and analyzed using descriptive and inferential statistics, including an independent t-test. The findings reveal that students in the experimental group demonstrated a higher improvement in conceptual understanding compared to those in the control group. The mean posttest score of the experimental class was significantly higher, indicating the effectiveness of the Inquiry model in facilitating deeper conceptual learning. The statistical analysis further confirmed a significant difference between the two groups, supporting the hypothesis that Inquiry-based learning positively influences students’ understanding of science concepts. These results highlight the importance of student-centered learning approaches in enhancing both cognitive outcomes and scientific thinking skills.
Efektivitas Model Pembelajaran Kooperatif Think Pair and Share terhadap Motivasi dan Hasil Belajar IPA Siswa Kelas VII SMP Yufita Sari Zega; Desman Telaumbanua
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 2 No 1 (2024): Februari
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v2i1.803

Abstract

Low student motivation and poor science learning outcomes at the junior high school level have remained persistent challenges, particularly when classroom instruction has been dominated by conventional approaches that fail to actively engage students. This study aimed to analyze the effectiveness of the Think Pair and Share (TPS) cooperative learning model in improving the motivation and science learning outcomes of seventh-grade junior high school students on the topic of Ecosystems. The study employed a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 26 seventh-grade students of SMP Negeri 5 Namohalu Esiwa. Data were collected through classroom observation, learning motivation questionnaires, achievement tests, and interviews, then analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of TPS significantly improved the quality of the learning process, student motivation, and learning outcomes. Student participation increased from 72.22% in Cycle I to 94.27% in Cycle II, learning motivation rose from 73.50% to 93.13%, while the average learning achievement score improved from 70.02 to 85.04, with classical mastery reaching 92.31%. These findings demonstrate that TPS was effective in creating interactive, collaborative, and meaningful science learning experiences.
Peningkatan Hasil Belajar dan Kemampuan Pemecahan Masalah Biologi Siswa SMA melalui Model Problem Based Learning Yupiter Laoli
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 2 No 1 (2024): Februari
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v2i1.804

Abstract

Biology learning at the senior high school level still faces challenges, particularly low student achievement and problem-solving skills due to the dominance of conventional, teacher-centered approaches that limit active engagement. This study aimed to analyze the improvement of students’ learning outcomes and problem-solving abilities through the implementation of the Problem Based Learning (PBL) model. The study employed a Classroom Action Research design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were eleventh-grade students studying the human excretory system. Data were collected through learning achievement tests, problem-solving tests, and observation sheets of student activities, and were analyzed using descriptive quantitative and qualitative techniques. The results showed that the implementation of PBL improved students’ average learning outcomes from a moderate to a good category, with classical mastery reaching 100%. Students’ problem-solving abilities also increased from a moderate to a good level. In addition, student engagement during the learning process showed a significant improvement. These findings indicate that the Problem Based Learning model is effective in enhancing the overall quality of biology learning.
Efektivitas Model Pembelajaran Group Investigation dalam Meningkatkan Hasil Belajar IPA Terpadu Siswa SMP Yusniar Gulo
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 2 No 1 (2024): Februari
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v2i1.805

Abstract

Low learning outcomes in integrated science among junior high school students remain a major issue, largely influenced by the dominance of conventional teaching methods and the limited active engagement of students in the learning process. This study aimed to analyze the effectiveness of the Group Investigation learning model in improving integrated science learning outcomes. A quasi-experimental design with a non-equivalent control group was employed, involving 42 seventh-grade students divided into an experimental group and a control group. Data were collected using essay-based learning achievement tests administered before and after the treatment. Data analysis was conducted using both descriptive and inferential statistics, including a two-tailed t-test after fulfilling normality and homogeneity assumptions. The results indicated that the average learning outcomes of the experimental group were higher than those of the control group, with a more significant improvement observed. Hypothesis testing revealed a statistically significant difference between the two groups at the 5% significance level. These findings suggest that the Group Investigation model is effective in enhancing integrated science learning outcomes through active student engagement and collaborative learning processes.

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