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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 64 Documents
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AI in Climate Change Education: A Systematic Review of Trends, Knowledge Structures, and Future Directions Maisuna Kundariati; Zia Aulia Zaidin Putra
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 2 (2026): 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.v4i2.972

Abstract

Artificial intelligence (AI), including generative AI, machine learning, and learning analytics, is increasingly being integrated into climate change education (CCE) practice and efforts to improve climate literacy. This study aims to map the knowledge structure, research trends, and future directions at the intersection of AI and climate change education through a systematic literature review (SLR) approach based on the PRISMA 2020 protocol. The search was conducted in the Scopus database on 22 June 2026 using a combination of the terms “climate change education”, “climate literacy”, and similar terms together with “artificial intelligence”, “machine learning”, “generative AI”, “ChatGPT”, “large language model”, and “learning analytics”. From 38 initial documents, 16 English-language journal articles met the inclusion criteria and were analyzed thematically. The results reveal six main knowledge clusters: (1) generative AI and climate literacy, (2) misinformation and science communication, (3) immersive learning based on virtual reality, (4) learning engagement and learning analytics, (5) machine-learning-based awareness assessment, and (6) sustainability, justice, and policy. Publication trends show a sharp surge in 2025–2026, in line with the widespread adoption of ChatGPT and other large language models after 2023, with the most-cited article addressing the potential and bias-related risks of generative AI for climate literacy. This review identifies several research gaps, particularly regarding the evaluation of long-term learning impacts, bias audits of AI-generated content, the integration of conversational AI with immersive technologies, and the representation of vocational education contexts and developing countries, and proposes a research agenda to strengthen the role of AI in responsible climate change education.
Teacher Professionalism in Learning Implementation An Exploratory Study at SMP Negeri 5 Lahewa Marina Gea; Asnil Zebua; Erlin Karlin Telaumbanua; Esni Perdamaian Gulo; Ike Nirwana Waruwu; Riska Indah Ester Liana Zebua; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 2 (2026): 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.v4i2.980

Abstract

Teacher professionalism is one of the key factors influencing the quality of education and the effectiveness of learning implementation in schools. This study aimed to explore teacher professionalism in learning implementation at SMP Negeri 5 Lahewa, North Nias Regency, Indonesia. The study employed a descriptive qualitative approach. Data were collected through interviews, observations, and documentation involving the school principal and a science teacher as key informants. The collected data were analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings revealed that teacher professionalism at SMP Negeri 5 Lahewa is generally well implemented. Most teachers have obtained teaching certification and demonstrate commitment to their professional responsibilities. Teachers prepare instructional materials, teaching modules, worksheets, and learning media before conducting classroom instruction. Learning activities are carried out using various teaching methods that encourage student participation and active engagement. The school also supports teacher professionalism through academic supervision, participation in teacher professional development programs, seminars, training activities, and subject teacher forums (MGMP). In science learning, teachers attempt to connect scientific concepts with students’ daily experiences and utilize available laboratory facilities to support practical activities. However, several challenges remain, including differences in students’ learning abilities and limitations in laboratory facilities. Overall, teacher professionalism at SMP Negeri 5 Lahewa contributes positively to the effectiveness of learning implementation and educational quality improvement.
Food Processing Technology Instruction to Enhance Students' Knowledge and Skills Novelina Andriani Zega; Setia Hati Gulo; Weni Yulita Laoli; Menoniat Putri Sari Harefa; Erlin Karlin Telaumbanua; Ike Nirwana Waruwu; Fanes Juang Aldi Zai
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 2 (2026): 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.v4i2.981

Abstract

Food processing technology learning is an important component of science and vocational education because it integrates theoretical knowledge with practical skills needed in everyday life. This study aimed to examine the role of food processing technology learning in improving students’ knowledge and practical skills. The study employed a literature review method by analyzing books, scientific articles, and educational publications related to food processing technology and learning approaches. The findings indicate that practical activities, project-based learning, and the utilization of local food resources significantly improve students’ understanding of food processing concepts, food safety, and product quality. These learning activities also develop critical thinking, creativity, collaboration, and problem-solving skills. In addition, students become more motivated and actively involved in the learning process through contextual and student-centered approaches. Several challenges were identified, including limited laboratory facilities, insufficient learning resources, and restricted instructional time. However, these limitations can be addressed through innovative teaching strategies and the use of locally available materials. Overall, food processing technology learning contributes to the development of cognitive, affective, and psychomotor competencies and supports the preparation of students for future educational and occupational challenges effectively.
Analysis of Teacher Competence and Professionalism at SMP Negeri 4 Gunungsitoli Utara Setia Hati Gulo; Fanaro’oi Zega; Mashati Bate’e; Nirmala Zega; Vincentia Lovablegod Laoli; Natalia Kristiani Lase
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 2 (2026): 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.v4i2.1013

Abstract

This study aimed to analyze the competence and professionalism of teachers at SMP Negeri 4 Gunungsitoli Utara. The research employed a descriptive qualitative approach to obtain an in-depth understanding of teachers’ competencies and professional practices in the school environment. Data were collected through interviews, observations, and documentation, with the school principal serving as the primary informant. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results revealed that teachers demonstrated adequate pedagogical, professional, personal, and social competencies. Teachers were capable of preparing instructional plans, implementing learning activities effectively, mastering subject matter, maintaining discipline, and establishing positive communication with students, colleagues, and parents. The school also supported teacher professional development through internal training programs, participation in seminars, and the use of digital learning platforms. Nevertheless, several challenges were identified, including limited facilities, financial constraints, and personal factors affecting teacher participation in professional development activities. The study concludes that teacher competence and professionalism at SMP Negeri 4 Gunungsitoli Utara are generally in good condition and contribute significantly to improving the quality of teaching and learning processes as well as the overall quality of education.

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