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[Inquiry-Learning-Based module: Improving students’ critical thinking skills in anatomy structure and bacteria physiology materials ]]>
<![CDATA[Y. Yuhana]]>;
<![CDATA[M. Maridi]]>;
<![CDATA[Sri Dwiastuti]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11026
<![CDATA[A proper learning media is critically needed in improving students’ critical thinking skill. This research and development aims were: 1) determining the characteristics of inquiry-learning-based module; 2) observing the feasibility of inquiry-learning-based module prototype, and 3) figuring out the effectiveness of the inquiry-learning-based module developedin improving students’ critical thinking on Anatomy Structure and Bacteria Physiology materials. This research and development used 4-D model with four stages, namely: 1) defining; 2) designing; 3) developing; and 4) disseminating. The data analysis technique used were descriptive statistics in term of percentage and inferential statistics i.e. paired samples t-test. The results showed that the module developed was very decent based on the averge scores given by all expert validators (90.73%) as well as education practitioners (91.99%). Moreover, students critical thinking skills was improved by using this module as the t-test analysis results (sig. < .05). Thus, the is suggested to implement inquiry-learning based module to achieve better students’ learning achievement, particularly in Anatomy Structure and Bacteria Physiology materials.]]>
<![CDATA[Science literacy, critical thinking skill, and motivation: A correlational study ]]>
<![CDATA[Rosita Primasari]]>;
<![CDATA[Mieke Miarsyah]]>;
<![CDATA[R. Rusdi]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11124
<![CDATA[Scientific literacy and critical thinking skill are the considerable 21st century competencies must be owned by nowadays students. This study aimed at determining the correlation among three variables i.e. critical thinking skill, motivation, and scientific literacy possessed by high school students. The research used a quantitative approach to explore the correlation among variables observed. The total sample were 124 of X MIPA graders selected using the simple random sampling technique. The data collection was carried out by providing test instruments to measure students’ critical thinking skill, motivation, and scientific literacy. The all variables then were analyzed using multiple linear regression. The results showed that (1) there was a positive correlation between the critical thinking skill and scientific literacy (11.83%), (2) there was no significant correlation between motivation and scientific literacy, and (3) the both predictors (i.e. critical thinking skill and motivation) were able to predict the criterion (scientific literacy) (22.56%). It is suggested to optimize students’ critical thinking skill and motivation to sharpen students’ scientific literacy.]]>
<![CDATA[Developing an integrated biology module for students' environmental attitude instruments ]]>
<![CDATA[Rita Retnowati]]>;
<![CDATA[Muhammad Taufik Awaludin]]>;
<![CDATA[Esa Rahma Heryawati]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11163
<![CDATA[The development of modules based on environmental attitudes has been initiated but has not yet been integrated with instruments. This research aims to develop learning biology material and test the instruments' reliability in improving students' environmental attitudes. This development research uses the 4D model by Thiagarajan (1974). Field testing was conducted involving 150 students of Senior High School 1 of Caringin – West Java, Indonesia. The data collection instruments using an expert validation sheet and students’ environmental attitudes sheet. Experts validation involved material, instructional design, and character education expert. Indicators for measuring environmental attitudes use the Environmental Attitude Scale (EAS), which consists of four subscales that refer to Ugulu (2013). According to EAS, the students' environmental attitudes are shown on the Eigen values of the four factors measured. The data analysis was performed using descriptive statistics. The results showed that the suitability aspects of material design and character education followed the average values of 90, 78, and 88 respectively. Meanwhile, Eigen values for environmental awareness factors (5,718); attitudes towards recovery (4,683); attitudes towards recycling (3,512); environmental consciousness and behavior (2,285). While Cronbach Alpha coefficients 0.81. Thus, the instruments integrated into module development carried out in this study are very capable of measuring student environmental attitudes. This study recommends the use of modules in developing students' environmental attitudes.]]>
<![CDATA[Analysis of problem-solving skills: Impact of guided inquiry learning model based on Islamic values ]]>
<![CDATA[Laila Puspita]]>;
<![CDATA[K. Komarudin]]>;
<![CDATA[Maya Astriani]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11240
<![CDATA[Islamic values have been recognized as the positive values need to be integrated in enhancing learning competencies including problem-solving skills. This study aimed to determine the influence of learning inquiry model based on Islamic values toward problem-solving skills of tenth-grade students in Bandar Lampung. This quasi-experimental research used posttest only control group design. The treatment for the experimental group used guided inquiry learning model based on Islamic values, whereas the direct instruction learning model was applied in control group. The students’ problem-solving skills data were collected using a test. The data was analyzed using independent samples t-test. The results showed that there was a significant influence of guided inquiry learning model based on Islamic values toward students’ problem-solving skills, t(58) = 2.807, p < .05. The integration of Islamic values in the biology learning process can promote students’ problem-solving skills. Therefore guided inquiry learning model based on Islamic values can be an alternative model in empowering students’ problem-solving skills.]]>
<![CDATA[Interactive multimedia: Enhacing students’ cognitive learning and creative thinking skill in Arthropod material ]]>
<![CDATA[Ubung Darmawan]]>;
<![CDATA[Sri Redjeki]]>;
<![CDATA[W. Widhorini]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11370
<![CDATA[Interactive multimedia based on Adobe Director, as a learning medium, is important in optimizing students’ learning outcomes. This study aimed to develop interactive multimedia in Arthropod topic as a learning media based on Adobe Director in optimizing students’ cognitive learning outcomes as well as their creative thinking skills. This Research and Development (R & D) adopted Lee and Owens model. The validity of the media developed was assessed by material and media experts. The product trial was done by involving ten of X graders. The students' cognitive learning outcomes and creative thinking skills were measured using pretest and posttest. The data obtained were then analyzed using N-gain calculation. The results showed that the interactive multimedia based on Adobe Director was categorized as feasible (based on material expert) and very feasible (based on media expert). The N-gain scores of cognitive learning outcomes of C1, C2, C3, C4 were 0.70, 0.75, 0.71, and 0.56 respectively. Moreover, the N-gain scores of creative thinking skills were 0.55 (widening), 0.43 (connecting), and 0.73 (reorganizing). It can be concluded that the interactive multimedia based on Adobe Director developed is feasible and able to improve cognitive learning outcomes and students' creative thinking skills.]]>
<![CDATA[Students’ scientific attitude during the Implementation of innovative green garden-based education ]]>
<![CDATA[Desy Fajar Priyayi]]>;
<![CDATA[Gamaliel Septian Airlanda]]>;
<![CDATA[Dina Rotua V. Banjarnahor]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11402
<![CDATA[Scientific attitudes are considereble aspect to observe in science learning. This study aimed to analyze students' scientific attitudes. In accordance with this aim, the students’ and teachers’ perceptions were recorded. This study was conducted in Junior High School 8 Salatiga. The sample of this research was 33 students and four science teachers. Furthermore, the quantitative data of scientific attitudes were collected using a questionnaire which than were analyzed using mean score. Meanwhile, the qualitative data of students' scientific attitudes and perceptions were collected by interviewing students and teachers. The results of the study showed that the scientific attitudes were catagorized in the range of mean score from 3.2 to 4.7. In addition, the students and teachers showed positive perceptions. To sum up, the green garden-based education could be an alternative model in science learning.]]>
<![CDATA[Empowering students’ critical thinking skills, information literacy and cognitive learning outcome through RBL-TPS model ]]>
<![CDATA[Siti S. Narahaubun]]>;
<![CDATA[Johanis F. Rehena]]>;
<![CDATA[Dominggus Rumahlatu]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11456
<![CDATA[The use of proper learning model by teachers’ in a class room is crucial to be done in addressing the better learning quality. This study aimed at improving learning quality by choosing the most optimum learning model. This research was a quasi-experimental study using nonequivalent pretest-posttest control group design. This study was conducted in Senior High School 9 and Senior High School 5 of Ambon in academic year 2018/2019.The total sample used in this research was 127 students. The Critical Thingking Skills (CTS) and Cognitive Learning Outcome (CLO) tests as well as information literacy observation sheets were used as the instruments to gain the data. The data obtained in terms of students’ CTS, CLO ang information literacy were analyzed using inferential statistics (ANCOVA and LSD tests). The results showed that there were significant differences among X graders’ CTS, CLO, and information literacy [F(1,124) = 64.380, F(1,124) = 68.238 F(1,124) = 26.078 , p < 0.05] respectively, who were taught using RBL-TPS learning model in biodiversity material. In the other words, the RBL-TPS learning model is able to empower students’ CTS, CLO, and information literacy compared to the common learning model used by biology teachers. Thus, the used of RBL-TPS is recommended to be implemented in the other biology learning materials.]]>
<![CDATA[The effect of CIPPA instructional model and inquiry method on nursing students' achievement and scientific attitude ]]>
<![CDATA[Suwanida Anjirawaroj]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11496
<![CDATA[A good comprehension in the both theoretical and practical principles aspects is crucial for nursing students to achieve scientific achievement and attitude. The purpose of this research was observing the effect of CIPPA instructional model on nursing students’ scientific achievement and attitude. The population of this study was 110 nursing students who were in first semester of the academic year 2018/2019. The samples were selected and divided equally into two groups by using cluster random sampling technique. The first group was taught by using inquiry method instructional model while the other was taught using CIPPA instructional model. The research instruments were three plans of inquiry method and CIPPA instructional model, Biology for Health Science Achievement and Students’ Scientific Attitude tests. The data analysis techniques used mean, standard deviation, and t-test. The study results showed that there was no significant difference between the two groups observed in both scientific achievement [t(53) = 0.42, p = .81] and attitude [t(53) = 1.12, p = .313]. Interestingly, albeit that students’ perseverance and responsibility reached the highest score yet their rationality placed in the lowest level. Hence, more intensive and detail attention need to be given in all aspects of students’ scientific attitude.]]>
<![CDATA[Developing of fish anatomy learning module based on local wisdom in Ngebel Lake, Ponorogo, East Java ]]>
<![CDATA[Cicilia Novi Primiani]]>;
<![CDATA[Trio Ageng Prayitno]]>;
<![CDATA[Egista Dinka]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11813
<![CDATA[The use of local wisdom as learning resources has been widely known to be able to create meaningful learning. The purposes of this study were to 1) produce module based on freshwater fish anatomy as local wisdom in Ngebel Lake, Ponorogo and 2) find the quality of the module produced. The Research and Development (R&D) was designed based on the Thiagarajan model which consisted of defining, designing, developing, and disseminating stages. The data were collected using interview guidelines, validation sheets, and students’ response questionnaire. The validation results of the media, material, and language experts showed that the module was very valid with the percentages were 86.5%, 88.2%, and 85.3% respectively. In addition, the student responses reached 87.9% (very good). In conclusion, the fish anatomy learning module based on local wisdom is appropriate to be used as learning resource.]]>
<![CDATA[Empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics ]]>
<![CDATA[Didimus Tanah Boleng]]>;
<![CDATA[Elsje Theodora Maasawet]]>;
<![CDATA[Krishna Purnawan Candra]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 2 (2020): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i2.11845
<![CDATA[In empowering students’ 21st century skills, the implementation of scientific approach-based models (SAbM) is recommended. This quasi-experimental research was conducted in senior high school in which the students were comprised of different ethnics. The aim of the study was to determine the effect of SAbM on empowering students' critical thinking skills (CTS). The SAbM implemented were Problem-Based Learning (PBL), Guided Inquiry (GI), and PBL+GI combination. Furthermore, the students’ ethnics included were Javanese, Bugis, Kutai, Banjar, and Toraja. The purposive sampling was used to determine the classes employed (i.e. 11th classes from two senior high schools in Samarinda). The instrument used to collect CTS data was questions test. The data were analyzed using two-way ANCOVA. The results showed that there was no significant interaction between ethnic and learning models on the students' CTS (p = 0.219), as also shown by the main effect of ethnic types (p = 0.583). In contrast, there was a significant effect of SAbM on students’ CTS (p = 0.0005) Through this study, SAbM need to be implemented continuously as it can optimize the empowerment of students’ 21st Century skills.]]>
