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.
Articles
791 Documents
<![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[Developing student worksheet based on iMindMap in animalia topic to train creative thinking ability ]]>
<![CDATA[Angkin Ikalindhari]]>;
<![CDATA[Reni Ambarwati]]>;
<![CDATA[Dwi Anggorowati Rahayu]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 3 (2020): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i3.13235
<![CDATA[Creative thinking ability can be trained to students during learning process using suitable learning materials. The purpose of this study was to produce a valid and practical student worksheet based on iMindmap in Animalia topic to train students’ creative thinking ability. This R & D referred to 4D model (define, design, develop, and disseminate) without disseminate phase. The validity of student worksheets was determined based on experts (material, education and media) assessment. Meanwhile, the practicality was evaluated based on teachers’ and students’ responses; and the readability of the worksheet decided based on Fry Graph. The data gained were analyzed descriptive-quantitatively. The research results revealed that the worksheet developed was declared as very valid (mode value: 4) and very practical based on practitioners' responses (mode value: 4) and students’ responses (the positive responses reached 90.45%). In addition, the readability test result was at level 10, which means that the worksheet was suitable for Grade 10. Hence, it can be concluded that the student worksheet based on iMindMap in Animalia topic can be used to train students’ creative thinking ability.]]>
<![CDATA[Student’s environmental literacy based on Adiwiyata and non-Adiwiyata at senior high school in Sleman, Yogyakarta ]]>
<![CDATA[Dwi Astuti]]>;
<![CDATA[Tien Aminatun]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 3 (2020): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i3.13629
<![CDATA[Environmental problems in Indonesia increase the government's efforts in shaping students' environmental care character through the Adiwiyata program. This study was conducted to determine differences in environmental literacy between Adiwiyata and non-Adiwiyata schools in Senior High School (SHS) in Sleman Regency, Yogyakarta. This survey research using a conventional sampling technique. The sample involved in this study was 1,568 students from nine schools in Sleman Regency. The data collection instrument refers to the instrument developed by the North American Association for Environmental Literacy (NAAEE) and is supported by interviews and observations. Measurement of environmental literacy in this study was carried out in two domains: competence and disposition. Comparative data analysis used the Mann Whitney test assisted by SPSS 25 for windows. The results showed that students' environmental literacy in the Sleman Regency was included in the good category in the competency and disposition domain. Environmental literacy abilities in Adiwiyata and non-Adiwiyata schools differ, both in the competency domain which includes competence (sig <0.05) and environmental literacy (sig 0.002), and in the disposition domain with sig <0.05. These results concluded that there were differences in students' environmental literacy skills between Adiwiyata and non-Adiwiyata schools. This research recommends that schools initiate programs to strengthen environmental literacy through strengthening the character of caring for the environment.]]>
<![CDATA[Jigsaw as a community learning strategy: Improving students' social attitudes in digestive system material ]]>
<![CDATA[Vina Septiani]]>;
<![CDATA[P. Paidi]]>;
<![CDATA[S. Syamsurizal]]>;
<![CDATA[Rahmawati Darussyamsu]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 3 (2020): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i3.13630
<![CDATA[Social attitudes are needed by students in improving communication and collaboration skills in the 4.0 industrial revolution era. This study aimed to identify the effect of the jigsaw learning model as a community learning strategy on students' social attitudes in digestive system material. This quasi-experimental research was using a non-equivalent pretest-posttest control group design. The population used was eighth-graders in Padang. The samples involved were two groups selected through a simple random sampling technique. The instrument used was observation sheets to measure four aspects of social attitudes, including social discipline, tolerance, self-confidence, and collaboration. Data were analyzed using one-way ANCOVA. The result showed that the jigsaw as a community learning strategy has a significant effect on students' social attitudes (p-value < 0.05). As a recommendation, the jigsaw learning model can be applied to promote students' social attitudes.]]>
<![CDATA[Biology science practicum learning: An evaluation study in junior high school of Ngemplak-Indonesia ]]>
<![CDATA[Try Ramadhan]]>;
<![CDATA[Slamet Suyanto]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 3 (2020): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i3.13657
<![CDATA[Practical activities are the main activities of learning biology whose implementation is rarely evaluated. This study aimed to determine the quality of biology practicum which includes planning and implementation of biology practicum and student learning outcomes thereafter. The population in this study was students, teachers and and laboratory assistant in Junior High School (JHS) 2 Ngemplak, Indonesia. Purposive sampling was used as sampling technique, in which the sample were 93 students of class VIII A to VIII C, 1 teachers and 1 laboratory assistant. The instruments used in this study were observation sheets. The evaluation criteria were adjusted based on the Regulation of the Minister of National Education. Data were analyzed descriptively and qualitatively. The results inform that the planning and implementation of biology practicum activities were in good categories. In addition, student learning outcomes have also exceeded the minimum completeness score. The results of this study indicate the importance of practicum activities and their contribution to biology learning outcomes. Therefore, the implementation of practicum is highly recommended to be optimized in other schools.Biology science practicum learning: An evaluation study in junior high school of Ngemplak-Indonesia]]>
<![CDATA[The learning continuum of living reproduction: Generating a curriculum grid based on students' cognitive levels ]]>
<![CDATA[Desi Trilipi]]>;
<![CDATA[Bambang Subali]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6 No. 3 (2020): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v6i3.13660
<![CDATA[One of the overlapping curriculum designs indicates the mismatch of teaching materials with the cognitive level process and student development, impacting the unstructured qualification of mastery of the material. On the other hand, the breadth and depth of teaching materials in the curriculum must be following students' mental development and level of cognitive processes. This study aims to collect the opinions of science teachers in junior high schools and biology teachers in high schools about the learning continuum design on reproducing living things. The method used is a survey. The study population is a hypothetical population with a convenience sample. The sample involved in this study were 111 teachers in Bantul Regency and Yogyakarta City. The data collection method used a questionnaire distributed through four subject teachers' conference (MGMP). The data obtained were analyzed using descriptive analysis. The results showed several sub-aspects of reproduction of living things that cannot be taught in elementary schools. The material for propagating fungi, protists, bacteria, and viruses starts in grade VII with a cognitive level of C1 (remembering), after previously students received material about types of animals and plants in grade VI (elementary school). Furthermore, the material on reproductive anatomy and physiology can only be given to class IX with cognitive level C2 (understanding) and continued in class X and XI with cognitive level C4 (analyzing). Especially for reproductive anatomy and physiology, fungi were introduced to class VII with C1 level cognitive processes (remembering). This teacher opinion generates a learning continuum grid that can help policymakers improve educational curriculum.]]>
<![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.]]>
