cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota malang,
Jawa timur
INDONESIA
Jurnal Pendidikan Biologi Indonesia
Published by Universitas Muhammadiyah Malang
ISSN : 24423750     EISSN : 25276204     DOI : -
Core Subject : Agriculture,
Agriculture, Biological Sciences & Forestry
JPBI (Jurnal Pendidikan Biologi Indonesia), ISSN 2442-3750 (print); ISSN 2527-6204 (online), publishes a scientific papers on the results of the study/research and review of the literature in the sphere of biology education in primary education, secondary education, and higher education. Additionally, this journal also covers the issues on environmental education. This journal collaborates with Asosiasi Lesson Study Indonesia (ALSI)/Indonesian Association of Lesson Study.
Arjuna Subject : -
Articles 30 Documents
 1   2   3 
Search results for , issue "Vol. 11 No. 3 (2025): NOVEMBER" : 30 Documents clear
Genomequest in teaching protein synthesis for grade 10 science: Game-based strategy Carolyn T. Relacion; Lovely A. Verdijo; Vilma O. Dela Torre
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.40380

Abstract

Challenges are inevitably present in every classroom, affecting teachers and students. Students are confronted with struggles in learning complex biology concepts that compel teachers to be resourceful and creative in providing positive learning environments, including the provision of effective learning materials that aid in the student’s mastery of learning competencies. This study was conducted to determine the effectiveness of the game-based strategy using the Genomequest in teaching protein synthesis. Quasi-experimental design was utilized specifically through pre-post testing in experimental and control groups and considering students’ level of satisfaction using the survey questionnaires. Results revealed that the board game utilized as an intervention was effective in learning protein synthesis. This was confirmed by the student’s level of satisfaction with their experiences. They enjoyed the collaborative activities included in the board game while learning the concept. Recommendations were made specifically on some of the parameters of the board game for more improved design and mechanics, for future implementation of the Genomequest in biology class, and considerations for future research.
Population dynamics and human–Primate interactions at a cultural heritage forest site: Implications for conservation education Siti Rukayah; Sri Riani; Nadhilla Haura Wahyudiana; Esa Rinjani Cantika Putri; Rosyid Ridlo Al-Hakim; Erie Kolya Nasution; Fajarani Fitriasih; Mahmmoud Hussein Abdul Rahman
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41038

Abstract

Long-tailed macaques represent a compelling model for ethnoprimatological research in human-influenced and culturally significant ecosystems. This study evaluated population dynamics, social structure, and behavior of Macaca fascicularis inhabiting a 0.8-hectare secondary forest enclave surrounding a religious heritage site in Central Java, Indonesia. Three two-week census periods conducted from 2021 to 2023 documented temporal fluctuations in troop size (96–125 individuals), subgroup formation, and behavioral responses associated with provisioning, resource availability, and human presence. These demographic and behavioral patterns highlight the adaptive strategies that enable macaques to persist in fragmented cultural landscapes, while also revealing pressures linked to crowding, reliance on anthropogenic foods, and occasional conflict with visitors and surrounding communities. Beyond their ecological relevance, the findings provide evidence-based insights that can be integrated into environmental and conservation education. The documented interactions between macaques, caretakers, and visitors offer concrete examples for developing educational materials, improving visitor guidelines, and promoting awareness of responsible wildlife behavior at sacred forest sites. This study establishes a baseline for long-term monitoring and demonstrates how ecological data from cultural heritage forests can support conservation learning and sustainable human–wildlife coexistence.
Development of an augmented reality e-module using problem-based learning to enhance science literacy and digital literacy Yelykha Henirayuza Nst; Nur Aeni Ariyanti
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41055

Abstract

The limited use of effective teaching materials and learning models has hindered students' development of literacy competencies. This study aimed to develop and validate an augmented reality (AR)-based e-module integrated with the Problem-Based Learning (PBL) model to enhance students' science literacy and digital literacy. The research employed the ADDIE development model, involving validation by expert lecturers and practitioners, followed by implementation among 11th-grade students at SMA Negeri 1 Kampar Timur. The experimental design used a pretest–posttest equivalent control group design, with Class XI.5 assigned as the experimental group and Class XI.6 as the control group, via cluster random sampling. Data were collected using interviews, needs analysis questionnaires, expert validation instruments (for content and media), teacher and student practicality assessments, science literacy tests, and digital literacy questionnaires. Quantitative data were analyzed using the N-Gain and MANOVA tests to determine the e-module's effectiveness. The findings demonstrated that the AR-based e-module was valid and practical for classroom use and effectively improved students' science and digital literacy skills.
Designing and testing an MI-based interactive web platform: Enhancing biological concept understanding and multiple intelligence development Risya Pramana Situmorang; Martha Eka Latelay; Dujun Durinam Selan
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41062

Abstract

Conventional biology teaching methods often do not address the diversity of learning styles and students' multiple intelligences. The study aims to investigates the effectiveness of an interactive web platform, grounded in the theory of multiple intelligences, in improving students' understanding of biological concepts and multiple intelligences. Quasi-experimental using 50 students were assigned to Quasi-experimental using 50 students were assigned to (25 experimental, 25 control). Data were collected through academic achievement pretests and post-tests, as well as multiple intelligences questionnaires, and analyzed using t-tests and Cohen's d effect size. The experimental group demonstrated significant academic improvement with a large effect size (d = 0.86; p < 0.001). Analysis of multiple intelligences indicated varied development patterns, with the largest within-group effect sizes observed in bodily-kinesthetic (d = 2.29), visual-spatial (d = 2.18), and interpersonal intelligence (d = 1.71). Between-group analysis showed the most excellent effectiveness for verbal-linguistic (d = 0.59), interpersonal (d = 0.53), and logical-mathematical intelligence (d = 0.53). The results found that an interactive web platform based on multiple intelligences effectively improved academic achievement and supported the development of students' multiple intelligences, particularly in the kinesthetics, spatial, and social domains. Therefore, this research supports the principle of integrating Multiple Intelligences principles into digital learning design as an alternative strategy for more inclusive and holistic science education.
PISA-based assessment development in environmental issues: Fostering numeracy literacy through waste management context R. Ramadhani; Eni Nuraeni; Widi Purwianingsih
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41082

Abstract

Numeracy literacy is a crucial skill for understanding, using, and communicating effectively with numbers, facts, and mathematical procedures in various real-world situations. The development of numeracy literacy is crucial because it is one of the essential prerequisites for life skills in the 21st century. This study aims to develop a valid numeracy literacy assessment test in the context of waste management. This research is Research and Development (R&D) using the ADDIE development model, which consists of five phases: Analysis, Design, Development, Implementation, and Evaluation.  The developed instrument was then field-tested on 50 eleventh-grade students at a state high school in Bandung City. Data collection techniques included expert validation, instrument testing, and interviews. Data analysis utilized quantitative descriptive analysis, describing the results of expert validity calculations and instrument test data using Anates software. The research findings indicate that the developed instrument, comprising 15 questions, is valid and suitable for use, as assessed by expert validators. Additionally, the instrument pilot test results indicated that most questions had sufficient validity, high reliability, good discrimination index, and moderate difficulty levels.
Ethnobotanical encyclopedia of cosmetic plants at Alwatzikhoebillah Palace as a biology learning resource Riszka Septia; Mahwar Qurbaniah; Hanum Mukhti Rahayu
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41200

Abstract

Sambas Regency, West Kalimantan, has a rich cultural and biological heritage that can be utilized as a source of contextual learning. In the context of modern biology education, an approach that incorporates local potential and information technology is highly important. This study aims to develop learning media in the form of an ethnobotanical encyclopedia of cosmetic plants from the Alwatzikhoebillah Palace environment, intended as a biology learning resource for high school students. The research uses a Research and Development (R&D) method with a modified 4D model (Define, Design, Develop, Disseminate), excluding the dissemination stage. Data collection techniques include observation, interviews, and documentation. The encyclopedia was compiled based on the identification results of cosmetic plants through ethnobotanical studies and includes plant classification, morphology, active compounds, and usage methods. The media was developed using the Canva application and validated by experts in material, media, and language, and was tested on tenth-grade students at MAN 1 Sambas, West Kalimantan, through small- and large-scale questionnaires. The validation results showed that the encyclopedia was feasible for use, with a validity percentage of 92.86%, and the practicality assessment was categorized as very positive, with a percentage of 87.24%. It can be concluded that this ethnobotanical encyclopedia is suitable for use as a biology learning resource based on local potential.
Does environmental knowledge predict attitudes and behaviors in environmental literacy? Evidence from senior high school students Raditha Putri Cahyani; Adi Rahmat; Yanti Hamdiyati; A. Amprasto; Muhamad Wafda Jamil
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41213

Abstract

The development of science and technology without individual environmental awareness has led to a decline in environmental quality. This issue can be addressed by enhancing environmental literacy, which includes ecological knowledge, cognitive skills, environmental attitudes, and behaviors. In practice, the question arises as to whether knowledge influences environmental attitude and behavior or vice versa. A study was conducted with 11th-grade students (n = 26) in Cimahi to investigate the role of environmental literacy in shaping attitudes and behaviors toward the environment. Results indicated that 58% of students had a moderate level of environmental literacy, primarily due to low scores in ecological knowledge (M = 36.15) and cognitive skills (M = 44.68), despite positive environmental attitudes (M = 81.67) and behaviors (M = 73.46). Correlation analysis showed no significant relationship between knowledge and environmental attitudes or behaviors (r = 0.18; p = 0.38). The formation of these attitudes and behaviors is influenced not only by cognitive learning but also by external factors, such as family habits and school culture. Multiple linear regression analysis suggested that ecological knowledge (β = 0.456) and cognitive skills (β = 0.425) significantly contribute to environmental literacy, more so than attitudes (β = 0.248) and behaviors (β = 0.335). It is essential to develop educational programs that effectively balance students' cognitive and affective aspects in environmental learning to build strong environmental literacy skills.
Development of a SETS-based e-module to enhance critical thinking skills on environmental change Deslia Amanda; Suci Fajrina; Abdul Razak; Rahmawati Darussyamsu
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41221

Abstract

Environmental change is one of the most pressing issues in the 21st century, requiring students to develop strong critical thinking skills to understand and address its impacts. However, conventional biology learning in schools often remains teacher-centered and less connected to real-life contexts. This study aimed to develop a Science, Environment, Technology, and Society (SETS)-based e-module on environmental change material to enhance students’ critical thinking skills. The participants were 66 tenth-grade students at SMAN 1 Ranah Batahan, West Pasaman Regency, West Sumatra, divided into an experimental class (n = 33) and a control class (n = 33). Validation was conducted by two media experts and two material experts. The development followed the ADDIE model, including analysis, design, development, implementation, and evaluation stages. Research instruments consisted of validation sheets, practicality questionnaires, and critical thinking skill tests. The results showed that the e-module was highly valid (average 96.3%) and very practical (teachers: 97.1%; students: 92.5%). Effectiveness testing using a quasi-experimental design and independent t-test revealed a significant improvement in students’ critical thinking skills in the experimental class compared to the control class (p < 0.001). These findings highlight that SETS-based e-modules are effective learning media in biology education, as they connect scientific concepts with environmental, technological, and societal contexts while fostering the development of critical thinking skills essential for 21st-century education.
Improving student’s science process skills through environment-based guided inquiry on biodiversity in outdoor learning Shopiah Dhuha Siregar; S. Saefudin; R. Riandi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41236

Abstract

The integration of guided inquiry, outdoor learning, and diverse school environments is essential for enhancing students’ Science Process Skills (SPS), particularly in biodiversity topics. This study aims to improve students’ SPS through the implementation of Environment-Based Guided Inquiry in Outdoor Learning on biodiversity. The research was conducted at MAS Darul Ulum Sipaho using a one-group pretest-posttest design involving 19 students from class X MIA. The learning intervention was conducted in various school environments, including gardens and plantations, enabling students to interact directly with natural phenomena. The instrument used was a science process skills test consisting of 19 multiple-choice items and 2 essay questions, which had been validated by experts and tested for reliability and validity. The Wilcoxon signed-rank test and N-Gain analysis were performed to assess improvement. Results showed a significant improvement in students’ SPS, with the mean pretest score of 43.79 rising to 90.11 in the posttest, and an N-Gain of 0.82 (high). The Wilcoxon test revealed a statistically significant difference (Z = -3.826, p < 0.001). Science process skills improved in all students, with 79% showing high gains and 21% moderate gains. All indicators increased; classification showed the highest gain (97%), while hypothesis formulation was the lowest (67%).
Development and validation an instrument for evaluating epistemic knowledge: Educational biology context Raudlah Melinda Sidik; Ana Ratna Wulan; K. Kusnadi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.41420

Abstract

The research developed and validated EKSAI (Epistemic Knowledge Science Assessment Instrument), an assessment tool for epistemic knowledge in science education. The background is that 21st-century challenges demand a transformation in science education, with a focus on understanding how scientific knowledge is developed and evaluated, which is essential for students' science literacy. In the context of global scientific progress and rapidly advancing technology, students need more than just factual knowledge; they must understand the nature and justification of scientific claims. However, this epistemic dimension is often overlooked in classroom assessments. Indonesia's low PISA rankings highlight the urgency of developing a valid assessment tool. The aim of this study was to develop a tool that evaluates learning experiences and epistemic assessment practices. An R&D method was used, involving expert validators and 102 high school students, with Rasch Model analysis and Cronbach's alpha for validity and reliability. The results show that this tool has very high reliability (Cronbach's Alpha 0.91) even though one item was removed because it did not meet the Rasch criteria. In conclusion, EKSAI is a powerful tool, ready to evaluate teachers' assessment practices and support the improvement of science literacy in Indonesia.

Page 1 of 3 | Total Record : 30

 1   2   3 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 11 No. 3 (2025): NOVEMBER Vol. 11 No. 2 (2025): JULY Vol. 11 No. 1 (2025): MARCH Vol. 10 No. 3 (2024): NOVEMBER Vol. 10 No. 2 (2024): JULY Vol. 10 No. 1 (2024): MARCH Vol. 9 No. 3 (2023): NOVEMBER Vol. 9 No. 2 (2023): JULY Vol. 9 No. 1 (2023): MARCH Vol. 8 No. 3 (2022): NOVEMBER Vol. 8 No. 2 (2022): JULY Vol. 8 No. 1 (2022): MARCH Vol. 7 No. 3 (2021): NOVEMBER Vol. 7 No. 2 (2021): JULY Vol. 7 No. 1 (2021): MARCH Vol. 6 No. 3 (2020): NOVEMBER Vol. 6 No. 2 (2020): JULY Vol 6, No 1 (2020): MARCH Vol. 6 No. 1 (2020): MARCH Vol 5, No 3 (2019): November Vol. 5 No. 3 (2019): NOVEMBER Vol 5, No 2 (2019): JULY Vol. 5 No. 2 (2019): JULY Vol. 5 No. 1 (2019): MARCH Vol 5, No 1 (2019): MARCH Vol 4, No 3 (2018): NOVEMBER Vol. 4 No. 3 (2018): NOVEMBER Vol 4, No 2 (2018): JULY Vol. 4 No. 2 (2018): JULY Vol. 4 No. 1 (2018): MARCH Vol 4, No 1 (2018): MARCH Vol 3, No 3 (2017): NOVEMBER Vol. 3 No. 3 (2017): NOVEMBER Vol 3, No 2 (2017): JULY Vol. 3 No. 2 (2017): JULY Vol 3, No 1 (2017): MARCH Vol. 3 No. 1 (2017): MARCH Vol. 2 No. 3 (2016): NOVEMBER Vol 2, No 3 (2016): NOVEMBER Vol. 2 No. 2 (2016): JULY Vol 2, No 2 (2016): JULY Vol 2, No 1 (2016): MARCH Vol. 2 No. 1 (2016): MARCH Vol 1, No 3 (2015) Vol. 1 No. 3 (2015): NOVEMBER Vol 1, No 3 (2015): NOVEMBER Vol. 1 No. 2 (2015): JULY Vol 1, No 2 (2015): JULY Vol. 1 No. 1 (2015): MARCH Vol 1, No 1 (2015): MARCH More Issue