Jurnal Pendidikan Biologi Indonesia
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.
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<![CDATA[Using critical analysis to develop metacognitive ability and critical thinking skills in biology ]]>
<![CDATA[Marheny Lukitasari]]>;
<![CDATA[Rusdi Hasan]]>;
<![CDATA[Wasilatul Murtafiah]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7262
<![CDATA[Possessing and developing metacognitive abilities are an essential part of the learning process. This study is a class action research on the use of critical analysis to identify its influence on students’ metacognitive abilities and critical thinking skills as well as to discover the relationship between metacognitive abilities and critical thinking skills. The sample of this study is 76 students from 217 students taking cell biology and non-vascular plants subject during the fall semester. It is a descriptive quantitative study with critical analysis assignments. Critical analysis rubric is used to collect the data of students’ critical analysis and the essay test to measure students’ critical thinking and metacognitive ability. The data of metacognitive ability and critical thinking were analyzed using regression test. The result showed there was a positive influence of the use of critical analysis to the student metacognitive abilities and critical thinking skills. The results of a simple correlation analysis of metacognitive abilities and critical thinking skills show the means value (r) of 0.904, which means that there is a strong positive relationship between the two components. The higher the student’ metacognitive skills, the higher their critical thinking skill will be.]]>
<![CDATA[Developing guided inquiry-based ecosystem module to improve students’ critical thinking skills ]]>
<![CDATA[Irwan Irwan]]>;
<![CDATA[Maridi Maridi]]>;
<![CDATA[Sri Dwiastuti]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7287
<![CDATA[The availability of modules that are able to develop critical students' thinking skills has not been fulfilled. This study aimed to develop and determine the characteristics, feasibility, and effectiveness of guided inquiry-based ecosystem modules to improve students' critical thinking skills. This R&D research referred to Borg and Gall model with nine stages. The research instrument used was a test question sheet adapted from Facione. The data gained were analyzed using ANCOVA. The results of the study showed that: 1) the developed module was characterized with guided inquiry-based syntax and critical thinking skills aspect; 2) the module was declared feasible based on the gained validity scores i.e. 92.19 (very decent) from material expert, 81.90 (very decent) from learning expert, 78.57 (worthy) from linguist, 92.86 (very decent) from learning media expert, 92.36 (very decent) from practitioners, and 91.80 (very decent) from limited field test; 3) the student critical thinking skills achievement which treated by using the module was significantly higher compared to another class (F = 120.52; p-value < 0.05). It can be concluded that the developed module was feasible to be used in learning and effectively improved students' critical thinking skills.]]>
<![CDATA[The activeness, critical, and creative thinking skills of students in the Lesson Study-based inquiry and cooperative learning ]]>
<![CDATA[Rusdi Hasan]]>;
<![CDATA[Marheny Lukitasari]]>;
<![CDATA[Sri Utami]]>;
<![CDATA[Anizar Anizar]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7328
<![CDATA[The implementation of innovative learning and lesson study (LS) are potential to improve student thinking skills and activeness differently and mostly implemented separately. This study aimed to explore and compare the student critical and creative thinking skills as well as student activeness in the inquiry and cooperative models combined with LS-based learning practice. This was a descriptive quantitative study that was conducted at Islamic Senior High School 1 of Bengkulu. The sample was two classes consisted of 33 and 32 students each that conducted LS-inquiry and LS-cooperative learning. The essay test delivered to measure critical and creative thinking skills and observation sheet to measure student activeness. The data were analyzed by t-test to compare critical and creative thinking skills as well as the student activeness between the LS-inquiry and LS-cooperative classes. The result showed that LS-inquiry learning improved the student critical and creative thinking skills that significantly higher than LS-cooperative learning. The student activeness improved gradually as LS cycles during learning processes in either inquiry or cooperative learning, but no significant difference between these two learning models. It showed that inquiry learning plays a dominant influence in critical and creative thinking skills improvement, whereas LS in student activeness improvement otherwise.]]>
<![CDATA[Science literacy skills through the experience of project activities with assisted local potential based learning materials ]]>
<![CDATA[Diana Hernawati]]>;
<![CDATA[Mohamad Amin]]>;
<![CDATA[Mimien Henie Irawati Al Muhdhar]]>;
<![CDATA[Sri Endah Indriwati]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7372
<![CDATA[Scientific skills literacy is one of the skills that students need to have to support the learning process. This study aims to explain the literacy skills of the students through project experience with the help of local potential-based teaching materials. This research is a quantitative study and it used quasi-experimental design, pre-and posttest design. ANCOVA analysis was used as the data analysis technique at a significant level of 5% (p < 0.5). Analysis prerequisite tests included the Kolmogorov-Smirnov test for normality test and homogeneity of variance with Levene's-Test. All data testing was done using the SPSS version 23.0 for Windows. The results of the study show that the experience of project activities has a significant effect on the scientific literacy skills in three competencies. These competencies are to explain scientific phenomena, evaluate and design scientific investigations and interpret scientific evidence and data. Competence in evaluating and designing scientific investigations has the greatest significance compared to the other two competencies.]]>
<![CDATA[Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework ]]>
<![CDATA[Nia Nurdiani]]>;
<![CDATA[Nuryani Y. Rustaman]]>;
<![CDATA[Wawan Setiawan]]>;
<![CDATA[Didik Priyandoko]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7375
<![CDATA[The study was aimed at determining the effectiveness of learning using TPACK (Technological Pedagogical and Content Knowledge) framework in helping the change of reasoning patterns and modes of Biology prospective teachers so that it facilitates in encompassing the Embryology as one of abstract concepts. The subjects used were 49 students of Biology teachers who were having a contract in Embryology course in Biology Education Study Program, in a private educational institute in Bandung. The research design used was quasi-experimental with time-series design type. The measurement of the level of reasoning ability, patterns, and modes of the students were done through the Test of Logical Thinking (ToLT) three times (before the learning program takes place, after learning the first four main subjects, and after the learning program was over). The results showed that the Embryology learning with TPACK framework could directly change the from concrete and transitional reasoners categories to formal reasoners. The learning with TPACK framework also influenced the shift of the students’ logical thinking modes; from the ownership of proportional and/or correlational mode to the ownership of two or three reasoning modes between proportional, probability, correlational, and combinatorial, except the variable control mode.]]>
<![CDATA[The feasibility of biology module based on Stim-HOTS models ]]>
<![CDATA[Betty Novia Pramesti]]>;
<![CDATA[Sajidan Sajidan]]>;
<![CDATA[Sri Dwiastuti]]>;
<![CDATA[Eko Setyaningsih]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7385
<![CDATA[Based on the need’s analysis done, the empowerment of higher-order cognitive skills of the students in Surakarta was not optimal yet. This research addressed to determine and describe the feasibility of biology module which was arranged based on Stimulating Higher-Order Thinking Skills (Stim-HOTS) model. This Research and Development (R&D) involved six expert validators, including material validator, module development validator, language validator, learning instrument validator, and school practitioners. The results showed that the percentages of the module feasibility were between 83% and 98% which were categorized as very good. Based on the results of the analysis, it can be implied that the Stim-HOTS-based module can be used as learning resource.]]>
<![CDATA[Project-based learning: Improving students’ activity and comprehension through lesson study in senior high school ]]>
<![CDATA[Ainur Rofieq]]>;
<![CDATA[Roimil Latifa]]>;
<![CDATA[Eko Susetyarini]]>;
<![CDATA[Purwatiningsih Purwatiningsih]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7456
<![CDATA[Fostering teacher’s creativity can be facilitated by conducting Lesson Study (LS) which implementing Project-Based Learning (PjBL) using designing learning resources. This descriptive qualitative research was using a model teacher who did three open classes on ‘human reproduction system’ material and targeting the twelfth grade of senior high school students in Sumberpucung Malang as the research subject. The observers comprised three teachers and three lecturers. As for reflection in every open class, four students involved as the informants. The implementation of the model was considered very effective to improve the students’ learning activities, due to several reasons, namely: (a) almost all of the students were actively get involved in the learning process; (b) there was an improvement in the number of active students; (c) the instruction was positive to uplift the quality of classroom management; (d) the students were stimulated in formulating questions and giving opinions; (e) joyful learning was created; (f) most of the students had gained prior knowledge and comprehension of the given problems and concepts before they were presenting it.]]>
<![CDATA[The effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills ]]>
<![CDATA[Anik Twiningsih]]>;
<![CDATA[Sajidan Sajidan]]>;
<![CDATA[Riyadi Riyadi]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7539
<![CDATA[Thematic learning is considered as efficient as the students taught learn in coherent context and holistic way, as well as associate the concepts they learnt with their surrounding and real-life examples. The aim of the study was to identify the effectiveness of the problem-based thematic learning module prototype to improve students' critical thinking skills. This research and development were conducted based on Borg and Gall model. The module effectiveness was tested using pre-experimental design. The sampling technique used was cluster random sample which employed as many as 33 students in which the data collection technique used was test. The data gained was analyzed using paired sample t-test. The results showed that the students’ post-test score of critical thinking skills were significantly differed from their pre-test score. Therefore, the developed module can improve student critical thinking skills effectively. Moreover, it is suggested that teacher should apply a mixed method of teaching as it helps to strengthen students’ critical thinking skills.]]>
<![CDATA[The profile of students’ analytical skills in environmental issues of coastal area ]]>
<![CDATA[Fenny Roshayanti]]>;
<![CDATA[Azizul Ghofar Candra Wicaksono]]>;
<![CDATA[Ipah Budi Minarti]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7574
<![CDATA[Environmental issues needed a lot of attention especially from high school students, and their skill in solving environmental problem is important for the future. This research was aimed to discover a profile of students’ analytical skills toward environmental issues. Three hundred twenty-nine high school students in coastal area are involved. They had been given questionnaire about environmental issues. The result indicate that the tested students has 0.5690 score as adequate level of analytical skills. Thus, learning process need to be improved especially for environmental subject.]]>
<![CDATA[Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students ]]>
<![CDATA[Tutut Indria Permana]]>;
<![CDATA[Iin Hindun]]>;
<![CDATA[Ndzani Latifatur Rofi'ah]]>;
<![CDATA[Ardiani Samti Nur Azizah]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i1.7626
<![CDATA[Science and technology development in the 21st-century has been demanding educators to provide learning activities which stimulate students’ critical thinking skills. This study aimed to find out the correlated factors of the students’ critical thinking skills as well as of which was the strongest determinant in leveling the skills. The subject of this correlational research was 112 undergraduate students in the Department of Biology Education, Universitas Muhammadiyah Malang who took Botany course. There were four variables measured in this study, namely academic ability, mastering concepts, analytical skill, and critical thinking skills. The data of academic ability was obtained from students' cumulative index in the previous semester while the three other variables were measured using final exam test. All of the variables then analyzed using multiple linear regression. The results showed that the three predictor variables (mastering concepts, academic ability, and analytical skill) gave effective contributions toward students’ critical thinking skills, with the percentages of 3.84%, 32.25%, and 54.26% respectively. Therefore, the results of this study could be a basic reference in designing learning process which empower the students’ critical thinking skills.]]>
