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[Developing human movement system booklet as a biology teaching material suplement for XI grade students ]]>
<![CDATA[S. Syamsurizal]]>;
<![CDATA[Eka Aghnia Syarif]]>;
<![CDATA[Rahmawati Rahmawati]]>;
<![CDATA[Siska Alicia Farma]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.12828
<![CDATA[Learning is a process of interaction between students and educators as considerable as learning resources in learning environment. The use of media in learning plays an important role in providing clearer explanation for difficult materials or concepts for students. This research aimed at developing booklet as a biology teaching suplement, especially in human movement system material for XI grade. This R&D research used the Plomp model which consisted of preliminary research, prototype development phase, and assessment phase. The data were analyzed qualitatively and quantitatively. The booklet developed was validated by 3 validators. The human movement system booklet for XI grade was categorized as very valid (94.11), stated as very practical by students (94.59) and teachers (92.19). It is suggested for teacher to use the human movement system booklet developed for XI graders.]]>
<![CDATA[Developing bacterial set box media containing fiqh al biah for Islamic senior high school ]]>
<![CDATA[Uswatul Wadhichatis Saniyyah]]>;
<![CDATA[Nur Hayati]]>;
<![CDATA[Saifullah Hidayat]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.12944
<![CDATA[The limitations of bacterial visualization media make bacteria consider as abstract and difficult material to study. Furthermore, the implementation of bacteria material and the integration of Islamic values are difficult to teach. This research aimed at developing and validating the BSB (Bacterial Set Box) media containing fiqh al biah. The method used in this research was R&D (Research and Development) with 4D model (Define, Design, Develop, and Disseminate) by Thiagarajan et al. The media developed was three dimensions (3D), which was packed up in a box which contained three packages. The first box was bacterial visualization; the second box was bacterial classification; the third box was 3D box containing fiqh al biah. The field test was carried out in Al Azhar Islamic Public School 16 and MA Nurussalam Semarang. The results showed that the validation percentages were 94% (material expert), 79% (media expert), 96% (integration expert), 92% (biology teacher of Al Azhar Islamic Public School 16), and 86% (biology teacher of MA Nurussalam). A pilot scale test and a large-scale test showed very feasible. It can be concluded that BSB media containing fiqh al biah is very feasible to use.]]>
<![CDATA[Teachers’ opinion about learning continuum in evolution based on the material complexity level ]]>
<![CDATA[Hani' Faridah]]>;
<![CDATA[Bambang Subali]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.13680
<![CDATA[Evolution is one of biology topics which covers a wide range of material taught across education levels. Unfortunately, the material has not been arranged according to its complexity level and students’ development. This study aimed to collect teachers' opinions about the learning continuum of evolution material based on its complexity level. This descriptive research was conducted in Bantul and Yogyakarta Cities by distributing questionnaires. As many as 68 junior high school (JHS) teachers and 43 senior high schools (SHS) teachers were selected through convenience sampling. The data gained was analyzed using descriptive statistics to determine the mode of practitioner opinion. The results showed that the JHS teachers thought that evolutionary material had a complexity level of 3 (quite complex) to level 5 (very complicated) that could be taught in class VII & IX as well as at higher level (XII SHS). Furthermore, the SHS teachers argued that the evolution material from level 3 (quite complex) to level 4 (complex) could be taught in XII class. Further research needs to be carried out using more complete instruments with more detailed indicators.]]>
<![CDATA[Critical and analytical thinking skill in ecology learning: A correlational study ]]>
<![CDATA[M. Mayarni]]>;
<![CDATA[Eva Nopiyanti]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.13926
<![CDATA[Critical and analytical thinking skills are included in higher-order thinking skills which become the focus of educational goals in recent era. This study aimed to determine the relationship between critical and analytical thinking skills in ecology learning at senior high school in East Jakarta. This research was conducted from March to June 2020. The research method used was descriptive correlational with associative research. This study involved 180 students. As many as 52 students were selected as research participants using cluster random sampling. The data were collected using a critical and analysis thinking rubric which was integrated to essay questions. The data analysis technique used was simple linear regression. The results indicates that there is significant correlation between students’ critical and analytical thinking skill (r = 0.812, r2 = 0.659, N = 52). In addition, students’ analytical thinking skill could be predicted using the regression equation y = 5.41 + 0.91x which means that it gives a positive effect to students’ critical thinking skills. The contribution of critical thinking skills with analytical thinking skills was 65.9%.]]>
<![CDATA[Smart Apps Creator 3 to improve student learning outcomes during the pandemic of COVID-19 ]]>
<![CDATA[Rori Khoirudin]]>;
<![CDATA[A. Ashadi]]>;
<![CDATA[Mohammad Masykuri]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.13993
<![CDATA[Due to the COVID-19 pandemic, learning activities have encountered obstacles. One of the impacts was the low learning outcomes achieved by students. The purpose of this study was to improve the learning outcomes of junior high school students during the physical distancing period by implementing problem-based learning through Smart Apps Creator 3. This Classroom Action Research (CAR) used Smart Apps Creator 3 as the platform during learning activities of junior high school students. The research subjects were junior high school students (VIII graders of SMP Negeri 8 Surakarta) with a total number of students was 32 which consisted of 16 males and 16 females. The results showed that the application of Smart Apps Creator 3 has improved students’ learning outcomes. It has been proven that the average test score increased from 73.43 (pre-cycle) to 85.56 (cycle II). Moreover, the N gain score obtained was 0.45 (categorized as sufficient). In addition, the percentages of classical learning completeness were 59.37% (pre-cycle) and 93.75% (cycle II). Thus, the Smart Apps Creator 3 can improve student learning outcomes.]]>
<![CDATA[Software preference for online learning of science and biology teachers under COVID-19 pandemic ]]>
<![CDATA[Firas Khaleyla]]>;
<![CDATA[Wisanti Wisanti]]>;
<![CDATA[Reni Ambarwati]]>;
<![CDATA[Dwi Anggorowati Rahayu]]>;
<![CDATA[Eva Kristinawati Putri]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.14253
<![CDATA[As measure against the rapid spreading of coronavirus disease 2019 (COVID-19) which now has reached global level, Indonesian government established Large-scale Social Distancing (LsSD). As consequence, learning method used in junior and senior high school is substituted from face-to-face learning in class to online distance learning, including for science and biology. This study was conducted to know software preference used by science and biology junior and senior high school teachers for online learning during LsSD measure. A total of 189 science and biology junior and senior high school teachers from various area had given their response via questionnaire. Data was analyzed using quantitative descriptive method. About 57% respondents had never manage online learning before COVID-19 pandemic while the remaining 43% had experience in managing one before, however almost all managed online learning. Non-paid software used the most (81%) among respondents to manage online science/biology learning. Software types used were social networking (64%) especially WhatsApp, learning management system (LMS) (51%) especially Google Classroom, teleconference applications (12%), and assessment software outside of LMSs (15%). Software chosen were mostly non-paid, easily accessed by all people, already familiar among Indonesian, and its interface were easily mastered.]]>
<![CDATA[Environmental education to build school members’ character ]]>
<![CDATA[Hana Naqiyya Nada]]>;
<![CDATA[Rhina Uchyani Fajarningsih]]>;
<![CDATA[Okid Parama Astirin]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.14283
<![CDATA[Environmental education provides opportunities to instill character education for adolescents in globalization era. However, positive effects of environmental education on character building are rarely studied. This study aimed at analyzing the effect of environmental education on character building of school members. This study used descriptive qualitative method with purposive sampling technique. SJHS 1 Wajak and SJHS 1 Gondanglegi, Malang-East Java were selected as research locations as they were Adiwiyata schools. The data were collected through observation, interview, and documentation techniques. The results showed that environmental education had affected student character building. Various activities and existing regulations affect student characters, such as honest, self-confidence, responsibility, discipline, caring for fellow human beings, caring about nature, courage, religion, and creativity. Habituation and modeling are strategies used in constructing characters. Therefore, environmental education is recommended to be implemented in various schools as an effort to improve the character of school members.]]>
<![CDATA[Learning Bryophyta: Improving students’ scientific literacy through problem-based learning ]]>
<![CDATA[Vitri Anugrah Nainggolan]]>;
<![CDATA[Risya Pramana Situmorang]]>;
<![CDATA[Susanti Pudji Hastuti]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.15220
<![CDATA[Regarding 21st-century learning, scientific literacy is an important competency which must be owned by students. Nevertheless, scientific literacy of Indonesian students has been recognized in low level. This study aimed to describe students’ scientific literacy in Bryophyta topic using problem-based learning. This Classroom Action Research (CAR) used the Kemis & Mc.Taggart research design. This study involved 30 students of X graders in Kristen Satya Wacana Senior High School. Students' scientific literacy was measured using a test which comprised of 15 MCQs and 5 essay questions. The data obtained was analyzed using N-gain score. The results indicated that students' scientific literacy was improved from cycle 1 (45.20) to cycle 2 (65.59) as they learnt about Bryophyta. The use of PBL in learning Bryophyta accommodates students' activities to promote their scientific literacy. Scientific activities in PBL strongly support the development of students' scientific literacy.]]>
<![CDATA[Filipino prospective teachers’ experiences in teaching in K12 science curriculum: A cross-sectional research ]]>
<![CDATA[Ace Mark R. Antipolo]]>;
<![CDATA[Danilo V. Jr Rogayan]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.15468
<![CDATA[The K12 science curriculum in the Philippines uses spiral progression which is a concept of learning approach where students revisit the same topics throughout their school career that increases complexity and reinforcement of previous learning. This cross-sectional study determined the experiences of Filipino prospective science teachers (PSTs) specializing in biology and physical science in teaching in the K12 science curriculum with emphasis of their challenges. The respondents of this study were 30 PSTs in five teacher education institutions (TEIs) in Central Luzon, Philippines. Results revealed that the PSTs rarely experience teaching challenges in the K12 science curriculum in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and in personal growth and professional development. No significant differences were noted in the challenges of PSTs when grouped according to profile variables. A positive significant moderate to high correlations were noted between and among the challenges variables. The study suggests that the administration continuously spearhead in-house seminars and equip prospective teachers with innovative teaching strategies. TEIs may also consider curriculum review to align the course syllabi in the teacher education curriculum to the Department of Education curriculum. Schools may further evaluate the policies, standards, and guidelines of the teacher education curriculum to make the science education degree programs relevant.]]>
<![CDATA[LARO (Learners Active Response to Operant) lessons in improving the basic science process skills of elementary pupils ]]>
<![CDATA[Aureen Kate A. Barantes]]>;
<![CDATA[Joseline R. Tamoria]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 1 (2021): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v7i1.15510
<![CDATA[Science is regularly taught in ways that make the data unessential, theoretical, and disengaged from students' experiences. Although most students do anticipate to learn science, they regularly see it as being presented in uninteresting ways. This study aimed to determine the effectiveness of using LARO (Learners Active Response to Operant) lessons in teaching Science and their roles in promoting students' basic science process skills (BSPS). This action research employed a descriptive research design. Thirty Grade IV pupils in a special education-gifted talented (SPED-GT) elementary school in Zambales, Philippines, were selected using convenience sampling. A parallel test was used to determine the level of BSPS before and after the application of LARO lessons. Results revealed that before the utilization of LARO lessons, it was found out that some of the pupils had advance knowledge and they were under the average level of basic science process skills. Throughout the use of educational games, there is an improvement in pupils' performance on their oral participation as recorded in their daily recitation logs. It only shows that the pupils are eagerly motivated. After the use of LARO, pupils improved from average to outstanding level of performance of their BSPS in the post-test. It was revealed by the result of the t-test that LARO lessons were effective in enhancing the basic science process skills of pupils. The researchers recommend the use of LARO lessons as a technique to improve the pupil's BSPS.]]>
