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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. 9 No. 1 (2023): MARCH" : 10 Documents clear
Technological, pedagogical, and content knowledge of diploma in professional education graduates teaching biology Jleian Mard Loseñara; Richard R. Jugar
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.24070

Abstract

Content, pedagogy, and technology knowledge are central to effective teaching. Moreover, the interaction and integration of these knowledge bases challenge teachers, especially non-teacher education graduates including diploma professional education (DPE) graduates. Utilising adapted instruments, this study investigated the teaching competence of biology teachers who are DPE graduates, specifically their Technological, Pedagogical, Content Knowledge (TPACK) and Biology teaching competence to design a teacher professional development (TPD) programme. Most teachers were BS Nursing graduates with professional teaching licenses and teaching experience ranging from 3 to 10 years. Also, most teachers received between one to five TPDs focused on biology, pedagogy, and technology. Among the TPACK components, the teachers perceived that they were least competent in pedagogical knowledge (PK) and pedagogical content knowledge (PCK). Although the teachers agreed on their perceived overall TPACK competence, there is still an avenue to strengthen their TPACK. Teachers also believed that they were least competent in biological cellular processes. Need-based teacher professional development programmes are recommended to enhance Biology teachers’ TPACK, and ultimately, biology education.
Improving the creative thinking and collaborative skills of prospective biology teachers using the EMKONTAN learning model in environmental science courses N. Nurwidodo; I. Ibrohim; S. Sueb; Fadhlan Muchlas Abrori; Tubagus Ahmad Darojat
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.24382

Abstract

The implementation of the Environmental Science learning process so far has shown a lack of encouragement to improve students' 4C skills. The EMKONTAN learning model is one of the models that is believed to improve students' creativity, collaboration skills, and environmental literacy. This study aims to analyze the effectiveness of the EMKONTAN learning model in improving critical thinking and collaborative skills for prospective biology teacher students. EMKONTAN is a student-centered learning model (students’ active learning), oriented to creative learning, problem-based learning, collaborative learning, and provides opportunities for students to improve environmental learning. This research was conducted in the event semester of the 2020/2021 academic year at IKIP Budi Utomo Malang and FTTE Universitas Muhammadiyah Malang-Indonesia, involving 150 second-semester students through total sampling. Data was obtained through observation, questionnaires, and tests. The research used a pretest-posttest non-equivalent control group design. Data collection in this study was carried out using Google Forms, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) analysis results showed that EMKONTAN, PBL affected students' creativity and collaboration skills in biology teacher candidate students with a value of p<0.005. The least significant difference (LSD) result was significantly different in improving students' creativities thinking, and collaboration skills. The EMKONTAN class gained the highest post-test score. Therefore, EMKONTAN could be applicable to improve students' creative thinking and collaborative skills outcomes in environmental learning.
The project-based learning model and its contribution to life skills in biology learning: A systematic literature network analysis Ida Yayu Nurul Hizqiyah; Ikmanda Nugraha; C. Cartono; Yusuf Ibrahim; Ilah Nurlaelah; Meily Yanti; Siti Nuraeni
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.22089

Abstract

This review examines the potential of Project-Based Learning (PjBL) to enhance students' life skills in the field of biology, and analyzes the challenges that may hinder its implementation. Using a Systematic Literature Network Analysis (SLNA), which combines Bibliometrics Analysis (BA) and Systematic Literature Review (SLR), this study analyzed articles from SCOPUS that met specific criteria. The findings reveal that PjBL is associated with e-learning and blended learning, and that the majority of articles on PjBL were published in 2020, particularly in the Journal of Microbiology & Biology Education. Additionally, this SLNA highlights the contributions of these articles to the development of various life skills in biology learning. By identifying key trends and insights from existing literature, this study sheds light on the potential of PjBL to enhance students' biology education and their ability to apply it in their daily lives.
The WE-ARe model’s potential to enhance digital literacy of preservice biology teachers Astuti Muh Amin; Fitriyah Karmila; Zainal A. Laode; E. Ermin; Adjar Yusrandi Akbar; Mulkah Adebisi Ahmed
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.23061

Abstract

In the era of globalization, digital literacy has become one of the competencies that students must possess. Rarely can one find research that examines the effect of the WE-ARe model on digital literacy in biology education. WE-ARe is a constructivist-based active learning model consisting of Warm-up, Exploring, Argumentation, and Resume phases that emphasize students’ collaborative and elaborative qualities. The objective of the study was to determine the impact of the WE-ARe model on the digital literacy of future biology teacher candidates. This is a quasi-experimental study using the Pretest-Posttest Control Group Design. The research population comprised all Tadris Biology students from IAIN Ternate and STKIP Kie Raha in the City of Ternate, North Maluku, Indonesia. The research sample contained 60 fourth-semester students from the Department of Tadris Biology. The validity score for the literacy digital instrument was 3.89 (very valid), while the correlation value (r-calculated) was 0.585. The Cronbach-Alpha analysis showed a score of 0.939, indicating that the literacy digital instrument was valid and reliable for use in data collection. This study was conducted during the even semester of the 2021/2022 academic year. The data were analyzed through ANACOVA using 5% level of significance. The results demonstrated that the WE-ARe model had an impact on the preservice biology teachers’ digital literacy. The findings of this study provide an insight on the use of a new learning model that can be used to enhance students’ 21st century skills.
Relationship between the attitudes of biology education students towards statistics with knowledge of data analysis Ahmad Fauzi; Diani Fatmawati; Ali Usman Hali
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.24490

Abstract

Students' knowledge of data analysis determines the quality of the research they report but they tend to perceive courses on statistics or data analysis as challenging and unappealing. The present study aimed to investigate the correlation between biology education students' attitudes toward statistics and their proficiency in determining various data analytical techniques. This study involved biology education students from the Universitas Muhammadiyah Malang who had completed a course in statistics, research methods, and data analysis. The Survey of Attitudes Toward Statistics (SATS) and the Statistics Assessment of Graduate Students (SAGS) were used sequentially as instruments for collecting data on student attitudes toward statistics and data analysis competencies. The results revealed that while most students had positive attitudes toward statistics, they perceived the subject as challenging to learn. Additionally, the students demonstrated low levels of competency in data analysis. The aspects of cognitive competence and difficulty from SATS correlate significantly with their SAGS score. These results suggest that there is a need for a revision of the biology education curriculum to better equip students with the skills and knowledge to increase their data analysis competencies.
Ability to compose concept maps and student cognitive learning outcomes in animal embryology and reproduction courses Eko Susetyarini; Endrik Nurrohman; Darioush Sharafie; Dewi Fatmawati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.24155

Abstract

One of the learning outcomes of learning Animal Embryology and Reproduction is that students can explain concepts about reproduction or embryology theory. Since concept map-based learning can improve students’ critical thinking skills and analysis, and support their interest in learning, this study analysed the ability of students enrolled in the 2019/2020 Animal Embryology and Reproduction course to construct concept maps and students' cognitive learning outcomes through assignments and tests. This descriptive study involved 127 students in semester VI enrolled in the Embryology and Animal Reproduction programme at the Department of Biology Education, FTTE at the Universitas Muhammadiyah Malang. The sampling technique was saturated sampling and the data were collected through the task of compiling concept maps and learning outcomes with tests. The drafting of concept maps was assessed by the concepts and ideas, relationships between concepts, hierarchies, propositions, and spelling, with cognitive learning assessed by tests. The results showed that most students had sufficient ability to compose a concept map and very good learning outcomes, indicating that concept maps can be used to learn biology in Animal Embryology and Reproduction courses.
The potential of folklore as biodiversity learning resources in high school Rexy Maulana Dwi Karmadi; S. Suhartini; Ahmad Adnan Mohd Sukri
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.22502

Abstract

Learning resources are everything that can be used to facilitate the learning process. Folklore is one of the cultural products that can be innovated as a biodiversity learning resource in high school. This study reviewed relevant literature regarding folklore from various regions of Indonesia to examine and analyse the potential of folklore as a learning resource for biodiversity. The descriptive analysis revealed that the contents of folklore can be used to study examples of the biodiversity level, the regional distribution of Indonesia’s biodiversity, flora and fauna characteristics of Oriental, Australian, and Transitional, benefits of biodiversity and its conservation efforts. In addition, folklore as a learning resource also has the potential to develop student competencies such as environmental care, creative thinking, critical thinking, and problem-solving. However, the folklore content cannot describe all the material on biodiversity, therefore it must be combined with other learning resources for use in the biodiversity learning process.
Improving students’ metacognitive abilities and creative thinking skills through STEM-based in online learning Retno Wilis; Baskoro Adi Prayitno; Widha Sunarno; Suwanida Anjirawaroj
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.22994

Abstract

Creative thinking skills are crucial to current generations dealing with 21st-century challenges. However, studies on higher-order thinking skills remain limited. CTS can be easily empowered if students have good metacognitive abilities. This study analysed the effect of STEM-based online learning lesson plans on the CTS of students and metacognitive abilities on the inheritance of living things through online learning. The pretest-posttest research designs with a non-equivalent control group were used. The treatment given in the experimental class was the implementation of a STEM-based online learning lesson plan, while the control class was taught through traditional methods used by the teachers. The results of this study indicated that the CTS and metacognitive abilities of students in the experimental class were significantly higher than that of the control class [F(1,54) = 105.287, p = 0.000 and F(1,54) = 103.943, p = 0.000, respectively]. In conclusion, the STEM-based online learning lesson plan is effective in improving the CTS and metacognitive abilities of students.
Developing system thinking skills through project-based learning loaded with education for sustainable development Ria Anita Ekselsa; Widi Purwianingsih; Sri Anggraeni; Azizul Ghofar Candra Wicaksono
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.24261

Abstract

High school students need to be introduced to and trained in system thinking skills as one of the implementations of Education for Sustainable Development (ESD). This study aimed to develop high school students' systems thinking skills through ESD-laden project-based learning on environmental change material. A pre-experimental method was applied with the One Group Pretest Posttest Design to 35 class X high school students in Bandung Regency who were selected by non-random sampling. The data were collected through open questions to evaluate students' systems thinking skills and were processed by scoring student answers based on the rubric for assessing system thinking skills. The N-Gain value was calculated to determine the magnitude of the increase in students' systems thinking skills before and after learning. The results showed that the N-Gain value was 0.64, which means that students' systems thinking skills moderately developed after project-based learning containing ESD. The development of system thinking skills can train students to change paradigms to view a problem from various perspectives to find a sustainable solution, encouraging them to pay more attention to their activities and take more responsible actions.
Project-based learning using a laboratory approach on learning outcomes and critical thinking in marine biology Hasan Tuaputty; Saiful Alimudi; Ine Irene; L. N. Latuperissa; Anthony Kudjo Donkor
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i1.24551

Abstract

The learning process must actively involve students and provide opportunities for them to study and prove the theories they learn. This study determined the influence of the application of Project-Besad Learning (PjBL) using a laboratory approach on learning outcomes and critical thinking in marine biology. This study used a descriptive quantitative method, with the independent variable being the implementation of PjBL with a laboratory approach and involved 32 students in the sixth semester of Biology Education at Pattimura University Indonesia enrolled in marine biology courses. The dependent variables were students' learning outcomes and critical thinking, and the data were collected by tests (knowledge and critical thinking) and observations (attitude and skill). The analysis revealed that the integration of the PjBL with a laboratory approach had a weak effect on knowledge (0.003 <p 0.005), a moderate effect on attitude and skill (0.000 <p 0.005), and a strong effect on critical thinking. The regression analysis showed that there was a correlation between the independent variable and student knowledge (R2 = 0.257 or 25%), attitude (R2 = 0.471 or 47.1%), psychomotor/skill (R2 = 0.470 or 47%), and critical thinking (R2 = 0.934 or 93.4%). In conclusion, the implementation of PjBL using a laboratory approach can improve student learning outcomes and critical thinking in marine biology.

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