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[The completeness of environmental literacy aspects studied in the articles published in several countries ]]>
<![CDATA[Mutia Ulfah]]>;
<![CDATA[Slamet Suyanto]]>;
<![CDATA[Tien Aminatun]]>
<![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.v6i1.10813
<![CDATA[Environmental literacy is indicated as one element of learning that is able to solve environmental problems. However, the extent to which the environmental literacy component is embedded in various levels of education has not been revealed much. This study aims to determine the environmental literacy of students in several countries, starting from primary school to university level. Research of the content analysis model was carried out by analyzing 25 articles from international journals and proceedings during 2012-2018. Environmental literacy instruments in this study refer to the evaluation of environmental literacy developed by Liang. The data analysis was performed quantitatively and presented as a percentage. The results showed that the majority of environmental literacy components that were widely studied and developed included cognitive, affective, and psychomotor (48%). Furthermore, junior high school (30.77%) and senior high school (23.08%) were chosen as research subjects in an effort to form a literate generation of the environment. The results of this study can be followed up with the optimization of efforts to strengthen environmental literacy through an appropriate learning process.]]>
<![CDATA[The biological content accuracy of natural science textbooks for VIII grade ]]>
<![CDATA[Puspa Mega Candra]]>;
<![CDATA[Ixora Sartika Mercuriani]]>;
<![CDATA[Endik Deni Nugroho]]>;
<![CDATA[V. Vlorensius]]>
<![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.v6i1.10837
<![CDATA[The properness of concepts, principles, and biological contents of natural science textbooks is essential. The aim of this research was to compare the biology content of natural science textbooks for VIII graders in second semester. The indicators used to determine the properness were the accuracy of Core Competence/CC and Basic Competence/BC, concept, principle, illustration, and word editing. The textbooks analyzed were those which published by Indonesian Ministry of Education and Culture (government) and private publisher. The sample of this qualitative descriptive research was three natural science textbooks which applied Curriculum 2013. The research procedure referred to Milies and Huberman. The results showed that the properness percentages of CC and BC of science textbook published by governmental and private publisher were 86.25% (excellent) and 74.28% (good) respectively. There were inaccuracy of 11 concepts, 1 principle, and 5 illustrations found in the textbooks published by governmental. Furthermore, there were 5 inaccurate concepts found in the textbook published by private publisher. Moreover, there were 37 typographical errors found in the Natural Science Textbooks published by government and none found in the book published by private publisher. Therefore, the textbooks published by private publisher is better than those which by govermental publisher.]]>
<![CDATA[The validity and effectivity of learning using STEAM module with biotechnology game ]]>
<![CDATA[Hilya Wildana Sofia]]>;
<![CDATA[Anjar Putro Utomo]]>;
<![CDATA[Slamet Hariyadi]]>;
<![CDATA[Bevo Wahono]]>;
<![CDATA[Erlia Narulita]]>
<![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.v6i1.10979
<![CDATA[Provision of teaching materials in term of module can be an alternative to meet the learning needs of science. The study aimed at describing science module constructed based on Science, Technology, Engineering, Art and Mathematics (STEAM) equipped with valid and effective biotechnology games for learning science in junior high school. This Research and Development (R&D) was developed using the 4D model (Thiagarajan). This research was conducted at MTsN (State of Islamic Secondary School) 2 Jember, involved 30 IX graders. The design used was one group pretest-posttest design as the test of effectiveness. This study used STEAM-based science module equipped with biotechnology games, test, and validation sheets as research instruments. The validation results by experts were converted into categories. The effectivity test data was analyzed using N-gain and paired samples t-test. The average of validation results of material, media, and users was 87.17 (very valid). The effectivity test results showed the increase of students’ cognitive learning outcome [N-gain value = 0.72 (high category), t(29) = 9.030, p < 0.05]. Therefore, the module developed is valid and effective in improving the learning of biotechnology science which means that the use of this module is recommended to be implemented in biotechnology learning process.]]>
<![CDATA[Learning difficulties in comprehending virus and bacteria material for senior high schools ]]>
<![CDATA[Muhammad Imam Firmanshah]]>;
<![CDATA[J. Jamaluddin]]>;
<![CDATA[Gito Hadiprayitno]]>
<![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.v6i1.10981
<![CDATA[Previous research only focuses on the difficulties and factors causing learning difficulties without any solution. This study aimed to identify learning difficulties, factors, and alternative solutions overcoming the problems of learning difficulties about viruses and bacteria. Data collection was carried out through the provision of a concept mastery test involving 195 students (8 schools) and in-depth interviews conducted by involving 37 students (4 schools) who received the lowest test scores. Data analysis was performed using a percentage formula to determine the proportion of difficulties for each competency. The results showed that students had difficulty with the highest percentage of virus material, those were the competence of analyzing the role of viruses in life (85.64%) and virus replication process (83.21%). The competence in bacterial material which has the highest percentage of difficulty (77.26%) in identify bacterial classification. The factors causing students to have difficulty learning virus and bacteria consisted of the nature of the topic (77.03%), attitudes and learning habits (60.81%), teacher’s teaching skills (37.84%), and school facilities (27.03%). Alternative solutions are: teachers reduce the content that is complex and detailed, carry out an interactive learning process (audiovisual/animation), providing more learning experiences through practical activities, and teaching through interesting ways.]]>
<![CDATA[The presence of the Problem-based Learning syntax in junior high school biology textbooks ]]>
<![CDATA[Nurdiyah Lestari]]>;
<![CDATA[St Muthmainnah Yusuf]]>;
<![CDATA[K. Ivo Basri]]>;
<![CDATA[S. Suciati]]>;
<![CDATA[Mohammad Masykuri]]>
<![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.v6i1.11096
<![CDATA[Learning resources and learning models are the two main components that determine learning success. Of the many learning models, Problem-based Learning (PBL) is one of the most recommended in biology learning. The purpose of this content analysis was to identify the emergence of PBL syntax in junior high school biology textbooks. The population in this study were all biology textbooks for the VII graders, while the sample was three biology textbooks that are often used by VII graders in Surakarta. As the results, the averages of each PBL step emerged in the textbooks analyzed i.e. problem-oriented activity, organizing to collect data, assisting independent investigations, artifacts presentations, and analyzed/evaluated the process of overcoming the problem were 17%, 47%, 23%, 2%, and 11%, respectively. Thus, it can be concluded that the biology textbooks analyzed have applied PBL learning models, yet the proportion between steps is not balanced. ]]>
<![CDATA[Metacognitive awareness components of high-academic ability students in biology hybrid learning: Profile and correlation ]]>
<![CDATA[Iin Hindun]]>;
<![CDATA[N. Nurwidodo]]>;
<![CDATA[Azizul Ghofar Candra Wicaksono]]>
<![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.v6i1.11097
<![CDATA[Metacognitive awareness has been considered as one of the factors within students that determines learning success. It can be developed through a hybrid learning approach. The purpose of this quantitative research was to examine the metacognitive awareness profile of students with high-academic ability in hybrid learning implementation. The subjects of this study were the students of XI-Science class of state senior high school of Malang. The Metacognitive Awareness Inventory was used as the data collection instrument, while descriptive statistics and Pearson Product-Moment were chosen as the data analysis techniques. The results of the study informed that the students’ metacognitive awareness was divided into four categories, i.e. very good (9%), good (43%), enough (46%), and very low (2%). The three components of metacognitive awareness were classified as "enough", while the five components of students were categorized as "good". The eight metacognition components showed significant correlations each other (r > 0.41, n = 55, p < 0.01). It can be concluded that the majority of students’ metacognitive awareness was satisfactory even though there were a small proportion of students whose metacognitive awareness was not good.]]>
<![CDATA[Critical thinking skills of natural science undergraduate students on biology subject: Gender perspective ]]>
<![CDATA[Nur Hayati]]>;
<![CDATA[Nindha Ayu Berlianti]]>
<![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.v6i1.11150
<![CDATA[One of the most important skills needed to face the 21st-century challenges is critical thinking. Gender differences are considered to contribute to the critical thinking skills. The objective of this study was to determine students' critical thinking skills based on gender. This quantitative research involved 57 students of the Natural Sciences Education Study Program, Universitas Hasyim Asy’ari. The instrument employed was critical thinking skills test. The data was analyzed using independent samples t-test. The results showed that the average scores of critical thinking skills of male and female students were 2.60 and 2.99 respectively. In addition, there was significant difference of students’ critical thinking skills between male and female [t (55) = 2.065, p = 0.044]. In conclusion, female students tend to have the higher critical thinking skills than the male.]]>
<![CDATA[Mobile learning student worksheet based on socio-scientific-issues: Enhancing students’ scientific literacy skills in biology ]]>
<![CDATA[Aga Arizen]]>;
<![CDATA[S. Suhartini]]>
<![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.v6i1.11196
<![CDATA[The 21st-century science and technology rapid development requires suitable educational tools to meet the expected learning outcomes desired. This study aimed at producing a mobile learning student worksheet based on Socio-Scientific-Issues (SSI) which is feasible to use in biology teaching activity as well as finding out its effectiveness in enhancing students' scientific literacy skills. This study research and development (R&D) used the ADDIE model. The effectiveness test of mobile learning student worksheet in enhancing students’ scientific literacy skills was done by using a one-group pretest-posttest design. The research findings indicated that the developed mobile learning student worksheet based on SSI is feasible to use in biology teaching activity and become the considerable tool in enhancing students’ scientific literacy skills based on the n-gain score of 0.75 (high category). Thus, it is suggested for science teachers, particularly biology teachers, to adopt this tool to support the learning activity they conduct.]]>
<![CDATA[The correlation between learning styles and biology learning performance of Nigerian students ]]>
<![CDATA[Florence Omosholape Abidoye]]>;
<![CDATA[Adekunle Solomon Olorundare]]>
<![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.v6i1.11206
<![CDATA[Learning style has been considered as one of determining factors for learning processes. This study aimed at observing the correlation between students’ learning style and performance of Nigerian students in biology. The sample of this study consisted of 100 students which were randomly selected from the secondary schools in Ifelodun LGA, Kwara State, Nigeria. The two validated instrument used for data collection were Grasha & Reichmann’s Student Learning Scale and VAK/VARK Learning Style. The data gained were analyzed using percentage, Pearson correlation, and Chi-Square test. The study findings indicated that: (i) there was a negative correlation between students’ academic performance and visual (-0.061) and kinesthetic learning style (-0.50), as well as positive correlation between the performance and auditory learning style (0.108). (ii) There were no significant differences between the study of learning styles, either visual (t(99) = 1.60, p = 0.11), auditory (t(99) = 1.33, p = 0.18), or kinesthetic (t(99) = 0.59, p = 0.55), of male and female biology students’ performance. Thus, it is suggested that teachers choose the most proper learning methods which accommodate the students’ need based on their learning styles.]]>
<![CDATA[The diversity of methodologies applied in Indonesian journal articles focused on biochemistry learning ]]>
<![CDATA[Poncojari Wahyono]]>;
<![CDATA[Fefi Eka Wardiani]]>;
<![CDATA[Eko Susetyarini]]>
<![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.v6i1.11344
<![CDATA[Biochemistry is a study which consists of many difficult concepts. Research that examines biochemistry learning needs to be continuously carried out so that the quality of learning can be evaluated and improved. Hence, this content analysis addressed to analyze the research methodologies of the articles published in various Indonesian biology education journals. The focus of the articles studied was biochemistry learning in Indonesia. To go further, the articles must be published between 2000 and 2020. The findings of this study informed that during the last two decades, the research publications which examined biochemistry learning have rarely been carried out. From those publications, quantitative research was the research type used the most. In addition, postgraduate student was the most frequently chosen as the research subject. Furthermore, questionnaire sheet was the highest preference of data collection instrument used. Meanwhile, the highest frequency of data analysis methods used were percentage and N-gain calculation. The low number of publications and the lack of research methodology diversity need to be more seriously considered by increasing the number of studies examining biochemistry learning in Indonesia.]]>
