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INDONESIA
Jurnal Pendidikan Biologi Indonesia
Published by Universitas Muhammadiyah Malang
ISSN : 24423750     EISSN : 25276204     DOI : -
Core Subject : Agriculture,
Agriculture, Biological Sciences & Forestry
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.
Arjuna Subject : -
Articles 10 Documents
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Search results for , issue "Vol. 8 No. 3 (2022): NOVEMBER" : 10 Documents clear
Implementation of the student facilitator and explaining model assisted by media game on the students’ explaining skills Prathini Khafifah Handayani; Asep Ginanjar Arip; Sofyan Hasanuddin Nur
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.17360

Abstract

The students' explaining skill is interrelated with their conceptual understanding. This study aimed to determine the effect of the implementation of the student facilitator and explaining model assisted by the media game on the students' explaining skills related to environmental pollution. This quasi-experimental research was using a pre-test post-test control group design. The population was 120 seventh graders of state junior high schools in West Java, Indonesia. The simple random sampling technique has resulted in two groups (control and experiment) samples, consisting of 32 students for each group. The data were analyzed using the paired sample t-test. This study found that the student facilitator and explaining model assisted by the media game can significantly improve students' explaining skills (p-value 0.001 < 0.05). The students in the experimental group had a better understanding of the concept of environmental pollution. This study concludes that the student facilitator and explaining model assisted by the media games can improve students' explaining skills and understanding of environmental pollution.
The effect of problem-based learning during the pandemic on self-confidence and social interaction of high school student Siti Latifah Nursa'idah; Romy Faisal Mustofa; Egi Nuryadin
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.17921

Abstract

The Coronavirus disease 2019 (COVID-19) pandemic has become an epidemic that has major impacts throughout the world, one of which is the change in the Indonesian education system from face-to-face learning to online learning. This study aims to determine the effect of online-based problem-based learning on the self-confidence and social interaction of students in class X MIPA at SMA Negeri 6 Tasikmalaya, West Java-Indonesia. This study uses the true experimental method. The population of this study is all classes X MIPA of SMA Negeri 6 Tasikmalaya for the 2020/2021 academic year. The samples of this study are class X MIPA 4 and class X MIPA 5, with as many as 36 students from each class. The instruments used are a self-confidence questionnaire and a social interaction questionnaire. The data analysis technique used is One-Way ANOVA with the Fcount of self-confidence (7.328) and social interaction (6.115). The results of data analysis and hypothesis testing concluded that there was an effect of problem-based learning on self-confidence and social interaction with a high category. A study using online-based problem-based learning must be supported by the readiness of students and teachers so that learning becomes effective. In addition, learning media such as Zoom meetings or Google Meet must be used.
Improving critical thinking and problem-solving skills through POGIL combined with digital mind map Mafazatud Diniyyah; Herawati Susilo; B. Balqis; Ahmad Kamal Sudrajat
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.18992

Abstract

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students’ critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning.  This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totalling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students’ critical thinking and problem-solving skills.
Biology learning tasks variation during COVID-19 pandemic and its effect on students’ self-efficacy Dewi Utami Tuzzahra; Adi Rahmat; Yanti Hamdiyati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.21880

Abstract

Changes in the learning process during the COVID-19 pandemic require quick adaptation from teachers and students to immediately achieve learning goals. However, it remains ineffective, resulting in a threat of learning loss. This condition can be overcome if students have confidence in their abilities or self-efficacy. It is important to do an analysis related to biology learning tasks taught by the teachers and students’ self-efficacy. This study aims to analyze biology learning tasks variation during the COVID-19 pandemic and its effect on students’ self-efficacy. This study used descriptive design with cross-sectional survey method. Samples were taken using the convenience sampling technique from five public schools. 446 students out of 465 total students and seven biology teachers participated in this study as respondents. The instruments used in this study were rubrics for quantifying learning tasks and self-efficacy questionnaires given to students after Biology Learning. The results show that all learning modes in Biology Learning during the COVID-19 pandemic have learning tasks that were more dominant in the low-level cognitive process. The dominant learning tasks include retrieval and comprehension, while learning tasks with a higher level of cognitive processing such as analysis, knowledge utilization, and metacognitive only cover a small part of the whole Biology learning process. There were no learning tasks that reached the highest level of cognitive process (self-system). The result of self-efficacy in all learning modes was high, but it was higher in learning modes that used hybrid learning. Biology learning tasks given by the teachers during the COVID-19 pandemic have an effect on students’ self-efficacy.
Revealing the effect of local-based teaching materials toward scientific reasoning, argumentation, and problem-solving in biology classroom Maisuna Kundariati; Lailatul Maghfiroh; Sri Endah Indriwati; Fatchur Rohman; Bagus Priambodo
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.21973

Abstract

Scientific reasoning, argumentation, and problem-solving are essential skills in 21st century. They help people solve problems in daily life. This study aimed to investigate the effect of local-based teaching materials on student’s argumentation, scientific reasoning, and problem-solving skills using Science Project-based Learning (SPjBL). Argumentation skill is a social and dynamic process, involving individuals engaged in thinking, constructing, and critiquing knowledge in science. Scientific Reasoning skills require students to give reasons in the form of opinion or actions and conclusions by using appropriate language to explain what they think and making judgments or decisions based on the produced reasons or evidence. Problem-Solving skill is a process of designing, evaluating, and implementing a strategy to answer questions. In this study, the time series approach was used as a part of the quasi-experimental design with Science Project-based Learning (SPjBL) as the learning model. A total of 29 Biology students of Universitas Negeri Malang participated in this study in August-November 2019 at the Department of Biology of the university. The data was collected using pre-test and post-test instruments which measured scientific argumentation, scientific reasoning, and Problem-solving skill variables. The data analysis was done using ANCOVA test in SPSS 16.0. The results of this study show that there is positive effects of local-based invertebrate and vertebrate materials on scientific argumentation, scientific reasoning, and problem-solving skills. These findings can be used as reference for educator to gain students’ scientific reasoning, argumentation, and problem-solving skills in science classroom through Science Project-based Learning (SPjBL) with the help of local-based teaching materials.
The inquiry investigation group learning model: Improving students’ critical thinking skills, cognitive learning outcomes, and scientific attitudes Mery Pattipeilohy; Dominggus Rumahlatu; Sriyanti, I. A Salmanu; Kristin Sangur
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.22113

Abstract

Innovative learning is carried out through a combination of the Investigation Group (IG) and Inquiry Strategy (IS) into a modified learning model namely IIG (Inquiry Investigation Group). This study analyzes the effect of the IIG model on critical thinking, cognitive learning outcomes, and scientific attitudes on Class XI High School students in West Seram Regency. The sample was 102 students, and the data was analyzed using inferential statistics namely covariance analysis (ANCOVA). The results show that the IIG model has an effect on critical thinking (0.000<p=0.05), cognitive learning outcomes (0.000<p=0.05), and students’ scientific attitudes (0.000<p=0.05). This indicated that IIG consists of learning stages of orientation, conceptualization, investigation, report generation, and discussion-evaluation. The finding of the research recommends the application of the IIG model in learning other biology concepts in high school. In addition, this research can contribute to providing innovation in biology learning in the era of society 5.0.
Environmental literacy of biology teacher candidates in supporting the Walisongo Eco Green Campus program Ndzani Latifatur Rofi'ah; Noor Amalia Chusna
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.22122

Abstract

Education is crucial in changing human behaviour toward environmental management. The Walisongo Eco-Green Campus (WeGreen) is a program that aims to achieve Sustainable Development Goals, so it is necessary to prepare the students of Biology teacher candidates to have good environmental literacy. This study aims to describe the environmental literacy of the students of Biology teacher candidates based on the academic year. The sampling technique used in this study was stratified random sampling. The sample of the study was 339 students of Biology teacher candidates in four different academic years. Data collection techniques used are tests and questionnaires. The data obtained from the measurement result of environmental literacy were analyzed descriptively using the mean and standard deviation formulas. The results of the Kruskal-Wallis test show a significance value of 0.451 (p>0.05) on the cognitive aspect and 0.535 (p>0.05) on the affective aspects. In addition, the result on behavioural aspects is 0.012 (p<0.05). There is no difference in environmental literacy (cognitive aspects and affective aspects) of the students of Biology teacher candidates based on the academic year, but there is a difference in students’ behaviour aspects. Students with the most different behaviour are those in the academic year of 2019 (fifth semester).
Implementation of free inquiry approach based on blended learning on creative thinking and student collaboration skills E. Ernawati; Tri Maniarta Sari
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.22254

Abstract

The free inquiry approach based on blended learning is a learning approach that is carried out by combining face-to-face and online lectures which gives students the freedom to find problems and solve problems independently, design procedures or steps collaboratively by sharing and discussing with friends. Hence, this learning approach is potentially effective in developing critical thinking and students' creativity in solving problems and students' collaborative skills. Based on this, the aim of this research is to see the effect of the free inquiry approach based on blended learning on creative thinking skills and collaboration skills of Biology Education students, Sembilanbelas November Kolaka University. This research uses quasi-experimental Non-equivalent Control Group Design Pretest-Postest Design method. In this design, both the experimental group and the control group were compared where the experimental group was treated with a blended learning-based free inquiry approach, while the control group used a conventional approach (online discussion). The research data were analyzed by descriptive statistics and inferential statistical analysis (t-test) to determine whether there was a difference between the two sample groups studied with a significant level of 0.05. Based on the data analysis, it was found that the free inquiry approach based on blended learning had a better effect on students' creative thinking skills and collaboration skills.
The environmental attitude of the prospective biology teachers in Indonesia Abdulkadir Rahardjanto; H. Husamah; Samsun Hadi; Nurdiyah Lestari; Diani Fatmawati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.22855

Abstract

Environmental attitude should be possessed by students as an effort to manage their relationship with environmental problems. However, there has never been any study on the environmental attitudes of prospective biology teachers in Indonesia. This study aims to discover the environmental attitude of the prospective science teachers throughout Indonesia. This cross-sectional survey study analyzes the aspects of gender, grade point average (GPA), college status, and study status which are positioned as the character of the respondent whose impact on the students’ environmental attitudes are analyzed in this study. The target population size of this study is 1300 people. Thus, based on Krejcie and Morgan Table, the minimum sample size with a confidence level of 95% and margin error of 5% is 1235 students. The data collection instrument used in this study is the Environmental Attitude Inventory/EAI questionnaire which has been validated by bilingual experts and transformed into an online questionnaire by means of Google Form. SPSS software was used to examine the data. The results indicate that there is no significant difference in EA scores based on gender, GPA factor, and university status background. The difference in EA scores is affected by whether or not students have taken courses related to the environment ownership. The researchers believe that it is critical to ensure that the course materials concerning environmental education are properly planned and implemented. Courses should be supplemented with themes on environmental issues ranging from local to global scope.
Learning assessment model in biology education during the COVID-19 pandemic Yuni Pantiwati; Tasya Novian Indah Sari; Mia Nurkanti
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.22992

Abstract

The COVID-19 Pandemic has resulted the change in every sector of life. Education institutions transform their learning methods from face-to-face learning to online-based distance learning to keep the learning process running during the pandemic era. The purpose of this study is to obtain the description and analysis results regarding learning profile and evaluation system used in the lecture at Biology Education Study Program during the Pandemic. This survey study was conducted in August 2020 until August 2021, even semester of 2019/2020, odd semester of 2019/2020, even semester of 2020/2021, and odd semester of 2021/2022. The population of this study was the students of Biology Education of UMM and the students of private universities in Malang City. Purposive sampling was employed for sample selection. The instruments used were survey and questionnaire forms. The data was analyzed descriptively and quantitatively. The results of the study show that online learning is apparently not optimal in Biology Education and other private universities in Malang due to limitations in discussions, assignments, and assessments. Therefore, it is necessary to conduct training session, planning, and implementation of innovative online learning to optimize learning process. To make the learning process more accurate and effective, evaluations are also needed.

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