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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 Bahan Ajar IPA Kelas VII SMP Materi Interaksi Makhluk Hidup Dengan Lingkungan Berbasis Kontekstual Ayu Kristiani Handayani Gulo; Toroziduhu Waruwu
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 3 No 2 (2025): Agustus
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v3i2.836

Abstract

The low quality of teaching materials used in schools is often a major obstacle in achieving student competencies in Natural Sciences subjects. This study aims to develop contextual-based science teaching materials on the material of interactions between living things and the environment for seventh grade junior high school students and to test their feasibility and effectiveness. The development was carried out by adapting the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. Data collection instruments were in the form of a feasibility assessment questionnaire for validators of material, language and presentation, and design experts, teacher and student response questionnaires, and learning outcome tests. The validation results showed a very high level of feasibility with 100% achievement from content and material experts, 97.14% from language and presentation experts, and 100% from design experts. Teacher responses to the teaching materials reached 92% with a very feasible category, while student responses in individual, small group, and field trials were 96.96%, 95%, and 87.27%, respectively, with an overall average of 91.15% in the very feasible category. The effectiveness of the teaching materials was demonstrated by the students' classical learning completion rate of 83.33%, with an average score of 78.33. In conclusion, the developed teaching materials are highly suitable and effective for use in science learning in junior high schools.
Integrasi Augmented Reality (AR) dalam Pembelajaran Biologi Untuk Meningkatkan Motivasi dan Pemahaman Konsep Siswa SMA Negeri 2 Gunungsitoli Tektonius Halawa; Toroziduhu Waruwu; Novelina Andriani Zega
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 3 No 2 (2025): Agustus
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v3i2.837

Abstract

The integration of Augmented Reality (AR) in biology learning still faces challenges, particularly in improving student motivation and conceptual understanding at the high school level. This study aims to analyze the effect of Augmented Reality integration in biology learning on improving student motivation and conceptual understanding at SMA Negeri 2 Gunungsitoli in the 2024/2025 academic year. This study used a quasi-experimental design with a pretest-posttest control group design involving 60 11th-grade students. Data on learning motivation were collected through a validated motivation questionnaire, while data on conceptual understanding were obtained from a reasoned multiple-choice objective test. Data analysis was performed using MANOVA to test for simultaneous differences and independent-samples t-tests for intergroup comparisons at a significance level of 0.05. The results showed that AR integration significantly increased student learning motivation and conceptual understanding simultaneously (F = 14.583; p < 0.05). Another significant finding was the 47.6% increase in the mean conceptual understanding score of the experimental group compared to the 14.7% increase in the control group.
Pengaruh Model Project-Based Learning Terhadap Keterampilan Investigasi dan Hasil Belajar IPA Siswa SMP Negeri 4 Mazo Hardikupatu Gulo; Dasari Waruwu
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 3 No 2 (2025): Agustus
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v3i2.838

Abstract

The low investigative skills and science learning outcomes of junior high school students are major obstacles to the development of scientific literacy. This study aims to examine the effect of Project-Based Learning on investigative skills and science learning outcomes. The study was conducted at SMP Negeri 4 Mazo in the odd semester of the 2024/2025 academic year using a quasi-experimental design with two groups: an experimental class learning with Project-Based Learning and a control class learning with direct learning. Data on investigative skills were collected through performance tests and standardized observation rubrics, while cognitive learning outcomes were measured with a validated multiple-choice test. Data were analyzed using an independent sample t-test after all prerequisites were met. The results showed a significant difference, with the Project-Based Learning group achieving an average investigative skills score of 78.5 and a learning outcome of 82.3, convincingly surpassing the control group. These findings confirm that Project-Based Learning is able to encourage students to design investigations, collect evidence, and draw conclusions independently, while strengthening conceptual mastery. A significant implication of this study is the availability of empirical evidence for science teachers to adopt this model to develop 21st-century inquiry skills.
Penerapan Model Pembelajaran Take and Give dalam Meningkatkan Motivasi Dan Hasil Belajar IPA SMP Negeri 1 Afulu Astiti Junior Hia; Samilinda Laia; Adil Hati Hulu
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 3 No 2 (2025): Agustus
Publisher : Program Studi Pendidikan Biologi - Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v3i2.839

Abstract

Low motivation and learning outcomes in Natural Science (IPA) are often caused by the implementation of conventional learning models that lack active student participation. This study aims to describe the improvement in learning quality, learning motivation, and learning outcomes in Science through the implementation of the Take and Give learning model at SMP Negeri 1 Afulu. This Classroom Action Research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects were 28 seventh-grade students in the even semester of the 2024/2025 academic year. The instruments used included observation sheets, learning quality questionnaires, learning motivation questionnaires, learning outcome tests, interview guides, and documentation. Data were analyzed descriptively quantitatively and qualitatively. The results showed a significant increase in all variables. Learning quality increased from 64.71% (sufficient category) in Cycle I to 98.60% (very good category) in Cycle II. Learning motivation increased from 67.00% (sufficient category) to 95.29% (very good category). The average learning outcome increased from 71.79 (sufficient category) to 82.68 (good category), with the learning completion percentage increasing from 67.86% to 89.29%. Hypothesis testing using a t-test for learning outcomes (t-test 5.164 > t-table 1.703) and a z-test for learning quality (z-test 3.83 > z-table 1.64) and learning motivation (z-test 3.33 > z-table 1.64) proved that the action hypothesis was accepted at the 5 percent significance level.
Pre-Service Elementary Teachers’ Perceptions of Advanced Basic Science Courses in Supporting Teaching Competencies Nofamataro Zebua; Ester Novi Kurnia Zebua; Muhammad Andi Tanri Prasetyo; Sherly Hariyanti
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.v4i1.842

Abstract

The low level of scientific reasoning skills and conceptual understanding among pre-service elementary school teachers remains a significant challenge in science education at the higher education level. This condition reflects a gap between students’ mastery of scientific theories and their ability to connect scientific concepts with instructional practices in primary education. This study aims to examine the perceptions of pre-service primary school teachers toward the Advanced Fundamental Science Concepts course in supporting their professional teaching competencies. The study employed a descriptive quantitative approach supported by qualitative data obtained through interviews. Data were collected using a questionnaire consisting of 20 validated and reliable statements, which was voluntarily administered to 36 students enrolled in the Primary Teacher Education Program. Data analysis was conducted using descriptive statistics in the form of percentages, while interview data were analyzed qualitatively to strengthen and enrich the research findings. The results indicate that students demonstrated positive perceptions toward the Advanced Fundamental Science Concepts course, particularly in terms of understanding fundamental science concepts (84%) and the relevance and application of science concepts (81%). The findings further reveal that students have recognized science as a scientific reasoning process; however, they continue to encounter difficulties in data analysis and scientific inference skills. Therefore, science education in teacher preparation programs should place greater emphasis on strengthening scientific reasoning competencies through inquiry-based and practice-oriented learning approaches.
English English Laila Badriyatul Habibah; Rabiatul Adawiyah; Muhammad Arjuna Salim
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.v4i1.845

Abstract

Education serves as a medium for acquiring knowledge, and along with the development of the modern era, learning has shifted from merely emphasizing content comprehension toward developing skills required to face real-world challenges. The integration of technology in education enables learning to be accessed anytime and anywhere. Classroom learning activities are conducted to achieve learning objectives; therefore, teachers may implement various innovative learning models such as Project-Based Learning (PjBL). PjBL encourages students to solve real-life problems through product development and has been proven effective in improving science problem-solving skills, particularly in biology learning related to health issues such as coronary heart disease. This study aims to develop a Google Sites–based learning media to provide information regarding the prevention of coronary heart disease. This study employed the 4D development model based on Sivasailam Thiagarajan (1974), this model consists of 4 stages: 1) define, 2) design, 3) develop, and 4) disseminate. The result of this study is an educational media entitled “Sehat Jantungku,” developed using Google Sites as a campaign media for the prevention of Coronary Heart Disease (CHD). This media was disseminated online and promoted through Instagram and TikTok to reach a broader and more targeted audience.
Optimization of KNO3 Concentration in Breaking Dormancy and Enhancing Seed Vigor of Hevea brasiliensis Yan Piter Basman Ziraluo
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.v4i1.850

Abstract

Seed dormancy remains one of the major constraints affecting the propagation and seedling availability of Hevea brasiliensis in rubber cultivation systems. Low germination percentage and poor seed vigor often reduce seedling quality and hinder plantation productivity. This study aimed to determine the optimal concentration of Potassium Nitrate (KNO3) in breaking seed dormancy and enhancing seed vigor of Hevea brasiliensis. The study was conducted using a Completely Randomized Design (CRD) consisting of five treatments, namely 0%, 10%, 20%, 30%, and 40% KNO3 concentrations with four replications. Rubber seeds were soaked in KNO3 solutions for 72 hours and observed for 60 days. Parameters measured included germination percentage, germination rate, plumule length, and root length. Data were analyzed using One-Way Analysis of Variance (ANOVA) followed by Least Significant Difference (LSD) and Duncan’s Multiple Range Test (DMRT) at a 5% significance level. The results showed that KNO3 treatment significantly affected dormancy breaking and seed vigor enhancement. The 40% KNO3 treatment produced the highest germination percentage, fastest germination rate, and best seedling growth performance compared to other treatments. These findings indicated that KNO3 application effectively stimulated germination activity and improved the physiological quality of rubber seeds.

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