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[Environmental education research in Indonesian Scopus indexed journal: A systematic literature review ]]>
<![CDATA[H. Husamah]]>;
<![CDATA[Hadi Suwono]]>;
<![CDATA[Hadi Nur]]>;
<![CDATA[Agus Dharmawan]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.21041
<![CDATA[Studies in the field of environmental education need to be continuously promoted in line with the increasing number of environmental problems. The purpose of this systematic literature review (SLR) was to review and compare investigations of researches on articles published by one Indonesian Scopus Indexed journal i.e., Jurnal Pendidikan IPA Indoneia (JPII) so that they are expected to have significant contributions to the topic of environmental education. This systematic literature review adopts five-step guidelines. The study standards that meet the requirements were as follows: (1). The data used were from the 2012-2021 publication year; (2) articles published in English; (3) Full paper can be accessed; (4) related to the theme of environmental education. It can be concluded that JPII is a pro-environment education journal. JPII publishes 26 articles related to the theme of environment education. The most frequently used keywords were environmental education and students. JPII's important contribution in the theme of environmental education is to provide a real example of the implementation of SETS and to emphasize that the success of implementing environmental education depends on the models, methods, techniques, and tools that are continuously developed by experts.]]>
<![CDATA[Problem-solving ability: Implementation of RICOSRE learning models on environmental change topic ]]>
<![CDATA[Eka Putri Azrai]]>;
<![CDATA[Erna Heryanti]]>;
<![CDATA[Ammar Zain]]>;
<![CDATA[Pratiwi Ningsih]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.21748
<![CDATA[The development of technology and science has progressed very rapidly. Students are required to master various kinds of abilities, one of which is problem-solving ability. Problem-solving ability need to be developed in the learning process. The learning model that can facilitate students in practicing problem-solving ability is the Reading, Identifying, Constructing, Solving, Reviewing and Extending (RICOSRE) learning model. The purpose of this study was to determine the effect of using the RICOSRE learning model to the problem-solving abilities of Senior high school students on environmental change topic. This research was conducted at Senior High School 3 of Tangerang in January-June 2022. This type of research is quantitative with a quasi-experimental research method. The research sample amounted to 62 students with each class totaling 31 students who were selected by random sampling. Based on the t-test calculation at α = 0.05, a significance of 0.028 was obtained, which means that there is an effect of the RICOSRE learning model on the problem-solving abilities of students on environmental change topic.]]>
<![CDATA[Analysis of ethnoscience integrated environmental literacy for junior high school ]]>
<![CDATA[S. Solheri]]>;
<![CDATA[Minda Azhar]]>;
<![CDATA[Y. Yohandri]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.17657
<![CDATA[An analysis of environmental literacy that integrates ethnoscience in sustainable science learning between scientific knowledge and problems in life, as well as the value of local wisdom. This study was aimed to determine the profile of ethnoscience integrated environmental literacy. This research uses a survey method with a sampling technique of cluster random sampling and conducting a Question Test and a Middle School Environmental Literacy Survey (MSELS) to students. The parameters of this study consist of knowledge of ecology, cognitive skills, attitudes and behavior. Descriptive data analysis used average score. Research findings indicate that the ethnoscience integrated environmental literacy of junior high school students obtained an average score of 61 (with a range of 100). The achievement of environmental literacy parameters for ecological knowledge, cognitive skills, attitudes and behavior are 48, 29, 73 and 71, respectively, while the results of the ethnoscience integrated environmental literacy analysis illustrate that the average Junior High School has implemented ethnoscience integration in environmental literacy well. So empowering knowledge and attitudes contribute to environmental literacy students.]]>
<![CDATA[Instructıonal resources for teachıng bıology ın secondary schools ın Moro, Kwara State-Nigeria ]]>
<![CDATA[Florence Omosholape Abidoye]]>;
<![CDATA[Maroof Zanab Aliyu]]>;
<![CDATA[Aduke Rihanat Ahmed]]>;
<![CDATA[Ogunlowo Simeon Oluwole]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.18093
<![CDATA[Instructional resources play an important role in conducting high quality education. This research assessed the availability and utilization of instructional resources in Moro Local Government Area (LGA) of Kwara State, Nigeria. Descriptive survey research was adopted for the study. A total of sixty (60) Biology teachers were randomly sampled from eighteen (18) schools in Moro Local Government Area Kwara State. Three research questions and two hypotheses guided this study. Questionnaire was used as an instrument for data collection and the data was analysed using simple percentage, ANOVA and t-test. The results of the study revealed that instructional resources for teaching Biology were not available in most senior secondary schools in Moro LGA of Kwara State. As high as 51% Biology teachers’ ultilized available instructional resources. Teachers’ academic qualification significantly influences their use of instructional resources for teaching Biology and there was no significant influence of school type in the use of instructional resources in teaching Biology. Recommendations made were that the government should provide more equipment for the schools for effective teaching and learning Biology, teachers should be encouraged to use Biology laboratory equipment, and in-service teachers training should be encouraged to improve their qualification.]]>
<![CDATA[The quality of student critical thinking: A survey of high schools in Bengkulu, Indonesia ]]>
<![CDATA[Apriza Fitriani]]>;
<![CDATA[Siti Zubaidah]]>;
<![CDATA[Nurkhairo Hidayati]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.18129
<![CDATA[Critical thinking skills are among the main skills in the 21st Century. However, many schools in Indonesia have not trained their students' critical thinking skills optimally. The purpose of this study was to identify the quality of high-school students' critical thinking skills. A survey was conducted to 175 tenth graders who were registered in the academic year of 2017/2018. The participants came from five different state senior high schools in Bengkulu, Indonesia. An essay test was used as an instrument to measure the students' critical thinking skills. The results showed that the students' average scores on providing simple explanations, presenting advanced delineation, and making assumptions and integration were in low category (48.15, 49.46, 50.25, respectively). On the other hand, the participants obtained medium scores on decision making (68.04) and conclusion drawing (65.24) and a good score on the management of strategies and tactics (70.00). It can be concluded that the overall rating of the students' CTS was weak, and therefore requires appropriate handling. These results indicate that it is necessary to apply learning strategies that can improve students' critical thinking skills in class.]]>
<![CDATA[The effect of learning cycle 5E+Powtoon on students’ motivation: The concept of animal metamorphosis ]]>
<![CDATA[Koraima Resmol]]>;
<![CDATA[Marleny Leasa]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.18540
<![CDATA[During the Covid-19 pandemic period, elementary school students experienced many learning difficulties, which resulted in decreased learning motivation. This study aimed to determine the effect of the 5e+Powtoon learning cycle learning model on learning motivation in science. This quasi-experimental research was conducted at public Elementary School (ES) Teladan Ambon, Maluku. There were two groups, one as the experimental class and another as a control class with 60 students. The research design used was a pretest-posttest non-equivalent control group. The instrument used is a learning motivation questionnaire, with a value of validity = 0.769 and reliability = 0.897. The analysis results with ANCOVA showed the value of Sig = 0.000 > alpha (0.05), so applying the 5E+Powtoon model effect students' learning motivation. Thus, the 5e+Powtoon learning cycle can be recommended to increase elementary school students learning motivation. Further research is suggested to compare student motivation in Maluku with other developed countries by using the 5E model with other online learning applications.]]>
<![CDATA[Content analysis of cell division concepts in Senior High School Biology textbooks ]]>
<![CDATA[Eva Niña B. Lopez]]>;
<![CDATA[Chris Mae B. Maraño]]>;
<![CDATA[Ritchelle W. Origenes]]>;
<![CDATA[Aylene D. Pizaña]]>;
<![CDATA[Josephine M. Salmo]]>;
<![CDATA[Jay P. Picardal]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.18545
<![CDATA[Content and accuracy evaluation of textbooks is important as it provides quality assurance to both teachers and learners, especially in the new normal where modular instruction is used. This research aimed at evaluating the biology textbooks used by Senior High School STEM Science teachers (n=15) in content, presentation, and learning strategies. Content analysis and Collaizzi’s descriptive phenomenology approach were employed in this study. The results showed that all evaluated textbooks have unique, distinct content, presentation, and learning strategies. Most topics were also aligned with the minimum curriculum requirement for SHS STEM, but topics such as cyclin-dependent kinases (CDKs) and control checkpoints were not discussed in some books. Learning outcomes were not indicated in some books, and few textbooks did not reach synthesis and evaluation level. However, a comparative approach of cell division across the 5-kingdom system is observed but not explained well, and some misleading statements in the cell division mechanism were present. Considering that cell division precedes the discussion of cancer cell division and metastasis, content enrichment through learner-friendly visuals and diagrams is recommended to facilitate learning, improve retention, and avoid misconceptions.]]>
<![CDATA[Online three-tier diagnostic test to identify misconception about virus and COVID-19 ]]>
<![CDATA[Refsya Aulia Fikri]]>;
<![CDATA[Hadi Suwono]]>;
<![CDATA[Herawati Susilo]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.18895
<![CDATA[During the COVID-19 pandemic, various misinformation circulating among the public has the potential to be a source of misconceptions. This study aimed to validate the online three-tier diagnostic instrument test for Virus and COVID-19 as well as analyze the level of misconceptions experienced by students. The Treagust model is used as a reference for the instrument development process. Three public high schools providing 187 second grade students who had previously studied Virus content were involved as research respondents, The data analysis techniques used were descriptive statistics. Construct and content validity obtained from expert validation reached 89.88% and 97.12%, respectively. The results of data analysis also inform that each item was valid and the instrument was reliable. The average percentage of students who experience misconceptions was 39.96%. The average percentage of students who understand the topic correctly was 32.10%. The percentage of lucky guess reached 14.83% and students with low level of knowledge reached 13.10%. The diagnostic test as overall, was successful in detecting students’ misconceptions. To overcome misconceptions and improve the quality of learning during a pandemic, biology learning must apply creative learning models, methodologies, and teaching materials.]]>
<![CDATA[Performance assessment to measure creativity through STREAM approach ]]>
<![CDATA[Tri Wahyu Agustina]]>;
<![CDATA[Maratus Sholikha]]>;
<![CDATA[Asrianty Mas’ud]]>;
<![CDATA[Nisa Sholehah Pangsuma]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.20157
<![CDATA[Learning online during pandemic COVID-19 must still accommodate creativity. This study aimed to identify the level of student creativity using the STREAM (Science-Technology-Religion-Engineering-Arts-Mathematics) approach. It was conducted on an online practicum in the Plant Anatomy course. The purpose of this study was to identify the level of student creativity in various indicators of creativity through a performance assessment of the product of the practicum report. The static-group comparison design was used as the research design. The target population is the fourth-semester student in the Department of Biology Education. The samples were chosen using purposive sampling, determining class IV-A (39 students) as a regular class and class IV-C (38 students) as intervention one. The research was equipped with creativity performance tasks, rubrics with a scoring of practicum reports' performance assessments, and field notes. Each student designs and makes one of the anatomical structural models of roots, stems, or leaves. The practicum report was used to identify their level of creativity. The data were analyzed by calculating the creativity level percentage in a qualitative descriptive manner. The results showed that the creativity level of the intervention class is excelling (57.89%), while the regular class the emerging (58.79%). The STREAM approach provides a better level of creativity.]]>
<![CDATA[Metacognitive skill profile of biology education students at institute of teachers’ education in South Sulawesi, Indonesia ]]>
<![CDATA[Romi Adiansyah]]>;
<![CDATA[Astuti Muh. Amin]]>;
<![CDATA[A. Ardianto]]>;
<![CDATA[Ahmad Yani]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i2.20732
<![CDATA[Metacognitive skills are one of the abilities required in the twenty-first century, to achieve independent learning. However, these skills still need to review whether these skills have been empowered by educators, particularly in universities. This research was aimed at determining the metacognitive skill profile of Biology Education students at the Institute of Teachers’ Education in South Sulawesi, Indonesia. This research used a descriptive quantitative method. The population of this research was all the students of the Biology Education Study Program at the non-state Institute of Teachers’ Education in South Sulawesi. The samples of this research were 356 Biology Education students in the second semester who programmed the Environmental Science course in the 2020/2021 academic year. The instrument used in this research was an essay test to measure students’ metacognitive skills in the Environmental Science course. The results of the data analysis indicate that the students’ metacognitive skills are in the category of undeveloped as much as 89.27%. Therefore, some efforts to improve students’ metacognitive skills are required by those institutes through the implementation of a learning model which can empower the metacognitive skills of the prospective Biology teacher students.]]>
