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[Metacognitive awareness of commuter and resident students of Islamic high school in biology learning ]]>
<![CDATA[Afifah Putri Sari]]>;
<![CDATA[Puguh Karyanto]]>;
<![CDATA[A. Ashadi]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.8257
<![CDATA[There have been several studies which focus on metacognitive awareness of senior high school students done. However, the factors influence metacognitive awareness have not been widely revealed. Thus, this research aimed at distinguishing the metacognitive awareness between the commuter and resident students’ of Islamic High School in biology learning. The subject of this quantitative research was divided into two groups (commuter and resident students). The sample unit in this study consisted of three boarding schools i.e. Al-Abidin Bilingual Resident School, Al-Islam 1 Senior High School, and Majelis Taqlim Al-Quran Senior High School that were selected by purposive sampling. The participants in this study were 88 students of grade X (40 commuters and 48 residents) which were taught in the same class. The data were collected using the survey method. Metacognitive Awareness Inventory (MAI) was used to obtain the data of the students’ metacognitive awareness. The data were analyzed using independent samples t-test. The results indicated that there was a significant difference between commuter and resident students’ metacognitive awareness (p = 0.027). In addition, the commuter students performed better metacognitive awareness on biology learning than resident students.]]>
<![CDATA[The effect of problem-based learning integrated with concept mapping technique on students' learning activities ]]>
<![CDATA[Siti Murdiyah]]>;
<![CDATA[S. Suratno]]>;
<![CDATA[Arina Firdausi Nur Ardhan]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.9113
<![CDATA[Teachers often encountered difficulties or even failure in conducting the classroom due to the students' inability to understand the learning materials. Most students find it's challenging to associate their existing knowledge with the new one because of the learning setting that they generally have. Teachers do not consider it important to set their students for actively engaging in learning, which eventually will impact their learning outcomes. This research aimed at determining the effect of Problem-Based Learning with Concept Mapping Technique on student learning activities. This quasi-experimental study used one experimental class and one control class. The control class used STAD model. The four categories of learning activities which were measured based on active learning principles were engagement activities, cognitive skills, response to cognitive development, and response to general educational outcomes. The result showed that Problem-based learning with concept mapping technique is proven to have a significant effect on students' activities. There were significance difference between experiment class and control class.]]>
<![CDATA[Metacognitive skill on students of science education study program: Evaluation from answering biological questions ]]>
<![CDATA[Mochammad Yasir]]>;
<![CDATA[Aida Fikriyah]]>;
<![CDATA[Nur Qomaria]]>;
<![CDATA[Aushia Tanzih Al Haq]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10081
<![CDATA[The metacognitive skill is a competency that must be mastered by students of educational program so that they are able to empower this competency in their students later. The purpose of this study was to analyze the metacognitive skill profile of students of the Science Education program at the University of Trunojoyo, Madura-Indonesia. The research involved 110 students as the research subject. Data were collected using metacognitive awareness inventory then analysed using descriptive quantitative method. The results indicated that students’ metacognitive skill improved well (71.93%). Furthermore, the metacognitive skill in every component also enhanced well (64.53 - 75.81%), and the “debugging strategies” in this skill developed excellently (88.30%). To sum up, the metacognitive skill on students of science education study program at University of Trunojoyo Madura enhanced well.]]>
<![CDATA[Developing biology students’ worksheet based on STEAM to empower science process skills ]]>
<![CDATA[Indri Patresia]]>;
<![CDATA[Melva Silitonga]]>;
<![CDATA[Aminata Ginting]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10225
<![CDATA[Students’ worksheets, as learning material, is important to achieve learning outcomes. This study aimed to develop students’ worksheet, based on STEAM (Science, Technology, Engineering, Art, and Mathematics), on ecosystem topics to empower students’ science process skills. The Research and Development used 4D model by Thiagarajan. Students’ worksheet validity was determined by conducting expert appraisal consisting of instructional review (material and learning expert) and technical review (biology teacher). The product trial was carried out by testing the science process skills of tenth graders. The students’ science process skills were measured using pre-test and post-test, which then were analyzed using N-gain calculation. The results showed that the students’ worksheet based on STEAM was categorized as feasible (material expert) and highly feasible (learning expert and teacher). The N-gain score of students’ science process skills after using student worksheet based on STEAM was 0.5 which categorized as medium. It can be concluded that the students’ worksheet developed is feasible and able to empower the students’ science process skills.]]>
<![CDATA[The low level of biology teacher candidate questioning skills ]]>
<![CDATA[D. Darmadi]]>;
<![CDATA[Riki Apriyandi Putra]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10503
<![CDATA[Questioning skills is one of competencies required by teachers in dealing with the 21st-Century challenges. The purpose of this study was profiling biology teacher candidates’ questioning skills in Pekanbaru. The subjects of the research were the students, in three institutions, who were taking Zoology course. The total number of the subjects were 278 students selected using purposive random sampling. The instrument used was test contained of five items which instructed students to make questions related to five objects. The results showed that the teacher candidates’ question level in three institution were low-level question (more than 50% in C1-C3 level). The questions posed were dominance in the level of memorizing, understanding, applying, and analyzing. They were not accustomed to asking questions with the evaluating and creating levels. The systematic of question was dominated as a divergent question, while the question area asked was dominated in the physiology (32.93%) and morphology (32.14%) concept. The information gained from this study can be consideration point for further research.]]>
<![CDATA[Project-based learning model assisted by worksheet: It’s effect on students’ creativity and learning outcomes ]]>
<![CDATA[S. Suwarno]]>;
<![CDATA[W. Wahidin]]>;
<![CDATA[Sofyan Hasanudin Nur]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10619
<![CDATA[The low factor of learning outcomes is triggering by the emergence of students' boredom in learning. This study aimed to determine the effect of Project-Based Learning (PjBL) Models assisted by the Science Worksheet on Applied Waste Management on students' creativity and learning outcomes. This research was a quasi-experimental study. The population was all students in Vocational High School 1 Cikedung, Indonesia, and the sample was 57 students from two classes. Learning outcomes data obtained through tests with multiple-choice questions while creativity data using response questionnaires. The data obtained were analyzed using a one-way analysis of covariance. The results showed there was a significant effect of the learning model on students' creativity and learning outcomes. It concluded that the PBL model assisted in the worksheet has a positive impact on student competencies, especially on their creativity and biology learning outcomes.]]>
<![CDATA[Plastic relief sculpture: Improving Nigerian students’ performance in practical biology ]]>
<![CDATA[Michael Olubunmi Odewumi]]>;
<![CDATA[David Akinjide Akintola]]>;
<![CDATA[Isyaka Bello]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10629
<![CDATA[Among the factors identified to be responsible for the poor performance of senior high school students in biology is inappropriate instructional media. This study investigated the effects of plastic relief sculpture on senior high school students’ performance in biology practical activity in Ogbomoso, South Local Government Area of Oyo State, Nigeria. Moreover, it also observed gender as the moderating effect in this study. The population of this quasi-experimental study was the all senior high school biology students in Oyo State. Two intact classes of 120 biology students were randomly sampled for the study. Two instruments were used in this study i.e. Students’ Biology Practical Test and Biology Practical Lesson Notes. The findings of this study revealed that there was significant difference existed between the performance of students in the experimental and control group (F (8, 51) = 1.89, p < 0.05). Meanwhile, female students performed insignificantly different compared with male students (t (118) = 7.16, p = 0.12). Therefore, the study concluded that plastic instructional relief sculpture is effective in improving students’ performance in biology. Thus, it is recommended that teachers should adopt plastic relief sculpture as the innovative instructional resource in teaching biology.]]>
<![CDATA[Students’ science process skills and interpersonal intelligence in biology learning using guided inquiry ]]>
<![CDATA[N. Nopiya]]>;
<![CDATA[Anna Fitri Hindriana]]>;
<![CDATA[S. Sulistyono]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10634
<![CDATA[Teacher-centered learning has no ability in empowering students’ science process skills and interpersonal intelligence. This study aimed at analyzing the effect of guided inquiry on students’ Science Process Skills (SPS) and Interpersonal Intelligence (II). This quasi-experiment used nonequivalent control group design. This study involved control and experimental classes of eleventh graders in biology class in which the material learnt was respiratory system. The SPS data was collected using test instrument, whereas the II data was gained using observation sheet. The analysis results informed that the students who joint the guided inquiry class possessed the better competencies, both in their SPS (p = 0.04) and II (p = 0.001). Therefore, the guided inquiry significantly contributes toward the improvement of students’ SPS and II. The findings of this research can be the considerable information to creat the learning which acommodates students’ SPS and II.]]>
<![CDATA[The critical thinking skills of biology teacher candidates toward the ethical issues ]]>
<![CDATA[Yuyun Maryuningsih]]>;
<![CDATA[Topik Hidayat]]>;
<![CDATA[R. Riandi]]>;
<![CDATA[Nuryani Y. Rustaman]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10779
<![CDATA[The critical thinking skills are needed by biology teacher candidates to deal with the nowadays ethical issues arisen among society. The aim of this research was to observe the critical thinking skills of biology teacher candidates toward the ethical issues especially in genetic field through online discussion. The subjects of this experimental research were 104 biology teacher candidates who took the Genetics Course in an institution in West Java. The subject were devided into three groups consisted of two experimental groups and one control group which conducted online discussion by using Gen-21cs application. The experimental groups discussed the topics given by the both instructor and students, while the control group only discussed the topics given by the instructor. The topics discussed were cell cloning, Genetically Engineered Products, stemcell and inbreeding. The online discussions have been done for four weeks. The biology teacher candidate responses were measured using the critica thinking measurement developed by Facione.The critical thinking scores gained were analyzed using descriptive statistic in term of mean. The results showed that the critical thinking skills of the biology teacher candidates tended to increase in each discussion sessions. Online discussion can be used to ensure the other thinking skills.]]>
<![CDATA[The correlation between science process skills and biology cognitive learning outcome of senior high school students ]]>
<![CDATA[Silfia Ilma]]>;
<![CDATA[Mimien Henie Irawati Al-Muhdhar]]>;
<![CDATA[Fatchur Rohman]]>;
<![CDATA[Murni Saptasari]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i1.10794
<![CDATA[Science Process Skills (SPS) are the essential abilities which need to be mastered in learning biology to strengthen students’ learning outcomes. The aim of this study was to analyze the relationship between SPS and biology Cognitive Learning Outcome (CLO) of senior high school students. The sample was 100 tenth graders in Malang. The correlational study used two test types as the instrument (i.e. essay and multiple choice). The essay instrument consisted of 10 items which were developed from SPS aspects (basic and integrated skills). Meanwhile, the biology CLO was measured using multiple choice test which consisted of 30 items. The collected data were analyzed using simple linear regression analysis. The results showed that the highest students’ SPS aspect was observing (78.84%), while the lowest was predicting aspect (27.30%). In addition, the highest achievement of students’ biology CLO was C1 (94.23%), while the lowest was C6 (33.46%). The regression analysis showed that there was a significant correlation between students’ SPS and biology CLO, where the equation was Y = 27.988 + 0.311X. Therefore, it is crucial to consider SPS to be integrated into a learning activity by using various learning models that empowering these skills to improve students’ biology CLO.]]>
